Seanewdim Ped Psy Ii37 Issue 75

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Science and Education a New Dimension. Pedagogy and Psychology, III(37), Issue: 75, 2015
p-ISSN 2308-5258
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e-ISSN 2308-1996
III(37), Issue 75, 2015

SCIENCE AND EDUCATION A NEW DIMENSION
Pedagogy and Psychology
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Editorial board
Editor-in-chief: Dr. Xnia Vmos
Honorary Senior Editor:
Jen Barkts, Dr. habil. Nina Tarasenkova, Dr. habil.
Andriy Myachykov, PhD in Psychology, Senior Lecturer, Department of Psychology, Faculty of Health and Life Sciences,
Northumbria University, Northumberland Building, Newcastle
upon Tyne, United Kingdom
Edvard Ayvazyan, Doctor of Science in Pedagogy, National
Institute of Education, Yerevan, Armenia
Ferenc Ihsz, PhD in Sport Science, Apczai Csere Jnos Faculty
of the Universityof West Hungary
Ireneusz Pyrzyk, Doctor of Science in Pedagogy, Dean of Faculty of Pedagogical Sciences, University of Humanities and Economics in Wocawek, Poland
Irina Malova, Doctor of Science in Pedagogy, Head of Department of methodology of teaching mathematics andinformation
technology, Bryansk State University named after Academician
IG Petrovskii, Russia
Oleg Melnikov, Doctor of Science in Pedagogy, Belarusian State

University, Belarus
Riskeldy Turgunbayev, CSc in Physics and Mathematics, associated professor, head of the Department of Mathematical Analysis, Dean of the Faculty of Physics and Mathematics of the Tashkent State edagogical University, Uzbekistan
Roza Uteeva, Doctor of Science in Pedagogy, Head of the Department of Algebra and Geometry, Togliatti StateUniversity,
Russia
Seda K. Gasparyan, Doctor of Science in Philology, Department
of English Philology, Professor and Chair, Yerevan State University, Armenia
Svitlana A. Zhabotynska, Doctor of Science in Philology, Department of English Philolgy of Bohdan Khmelnitsky National,
University of Cherkasy, Ukraine
Irina S. Shevchenko, Doctor of Science in Philology, Department of ESP and Translation, V.N. Karazin Kharkiv National
University, Ukraine
Tatyana Prokhorova, Doctor of Science in Pedagogy, Professor

of Psychology, Department chair of pedagogics andsubject technologies, Astrakhan state university, Russia
Kosta Garow, PhD in Pedagogy, associated professor, Plovdiv

University Paisii Hilendarski, Bulgaria
Tetiana Hranchak, Doctor of Science Social Communication,

Head of department of political analysis of the Vernadsky National Library of Ukraine
Lszl Ktis, PhD in Physics, Research Centre for Natural Sciences, Hungary, Budapest
Larysa Klymanska, Doctor of Political Sciences, associated
professor, Head of the Department of Sociology and Social Work,
Lviv Polytechnic National University, Ukraine
Liudmyla Sokurianska, Doctor of Science in Sociology, Prof.
habil., Head of Department of Sociology, V.N. Karazin Kharkiv
National University
Marian Wloshinsk, Doctor of Science in Pedagogy, Faculty of
Pedagogical Sciences, University of Humanities and Economics
in Wocawek, Poland
Melinda Nagy, PhD in Biology, associated professor, Department
of Biology, J. Selye University in Komarno, Slovakia
Alexander Perekhrest, Doctor of Science in History, Prof. habil.,
Bohdan Khmelnitsky National University of Cherkasy, Ukraine
Nikolai N. Boldyrev, Doctor of Science in Philology, Professor
and Vice-Rector in Science, G.R. Derzhavin State University in
Tambov, Russia
Oleksii Marchenko, Doctor of Science in Philosophy, Head of
the Department of Philosophy and Religious Studies, Bohdan
Khmelnitsky National University of Cherkasy, Ukraine
Valentina Orlova, Doctor of Science in Economics, IvanoFrankivsk National Technical University of Oil and Gas, Ukraine
Vasil Milloushev, Doctor of Science in Pedagogy, professor of
Departament of Mathematics and Informatics, Plovdiv University
Paisii Hilendarski, Plovdiv, Bulgaria
Veselin Kostov Vasilev, Doctor of Psychology, Professor
and Head of the department of Psychology Plovdiv University
Paisii Hilendarski, Bulgaria
Vladimir I. Karasik, Doctor of Science in Philology, Department
of English Philology, Professor and Chair, Volgograd State Pedagogical University, Russia
Volodimir Lizogub, Doctor of Science in Biology, Head of the
department of anatomy and physiology of humans andanimals,
Bohdan Khmelnitsky National University of Cherkasy, Ukraine
Zinaida A. Kharitonchik, Doctor of Science in Philology, Department of General Linguistics, Minsk State LinguisticUniversity, Belarus
Zoltn Por, CSc in Language Pedagogy, Head of Institute of
Pedagogy, Apczai Csere Jnos Faculty of the Universityof West
Hungary
Olga Sannikova, Doctor of Science in Psychology, professor,

Head of the department of general and differential psychology,
South Ukrainian National Pedagogical University named after
K.D. Ushynsky, Odesa, Ukraine
Managing editor:
Barkts N.
EDITOR AND AUTHORS OF INDIVIDUAL ARTICLES
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CONTENT
PEDAGOGY ...
Humanistic paradigm of education retrospective analysis

O.R. Gorak ..
Tutoring peculiarities in Ukrainian high school distance learning

O.V. Los, N.V. Gagina .. 11
Applications as a way of implementation of interdisciplinary connections of mathematical
and economic disciplines
G.I. Tur, N.V. Shakhovnina .. 14
Student involvement in the Bologna process: studying the structure, character and impact
of the European Students Union
A.S. Ulanovska 17

.. - .. 21
-
..
25

.. , .. , .. ... 29

.. 33

.. 38

-
.. ... 42

.. . 45

.. .
50
-

.. - .... 54

.. , .. .. 57

.. ... 62
:
-
.. 65
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:
.. . 68

.. . 72

.. 76

.. , .. .. 80

. ... 84
PSYCHOLOGY .. 88
The illusion of knowing from the indexes of confidence, calibration and resolution perspective
M.M. Avgustiuk ..
88
The Concept of National Identity and its Preservation in the Literary Works of Ukrainian Writers of
Australian Diaspora
G.B. Gandzilevska, T.M. Shyriaieva .. 91
The time perspective as a factor of increasing the efficiency of marketing communications
I.V. Klymenko .
93
Persons behavior control in stochastic conditions of symbolic danger

O.F. Hmilyar ... 97

.. .... 100
-
.. .. 104

.. .... 110

.. ..... 113
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PEDAGOGY
Humanistic paradigm of education retrospective analysis

O.R. Gorak
Institute for Education at Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine
Paper received 20.11.15; Revised 24.11.15; Accepted for publication 02.12.15.
Abstract. The paper discusses the nature and meaning of humanism, highlights the paradigm of philosophy of humanism, and reveals preconditions of formation of the humanistic paradigm of education.
Keywords: humanism, philosophy of humanism, humanistic paradigm of education
Problem statement. At the beginning of the 21st century

problem of humanism becomes especially relevant. The
whole world is going through a very difficult and responsible period of exacerbation of the global environmental crisis, religious and inter-ethnic conflicts and violent material
and technical development in the background of the decline
of moral and cultural values of an individual in particular
and society in general. In the history of philosophical
thought it is difficult to find a concept which is more investigated, more generally applicable and thus more multivalued and contradictory than "humanism".
Analysis of recent researches and publications. The
ideas of humanism penetrate philosophical and pedagegical thought since antiquity. The beginnings of humanistic
philosophy of education were laid by the philosophers Socrates, Plato, Aristotle, before the advent of pedagogy as
an independent science (XVI c.). Later humanistic ideas
were developed by John Amos Comenius, Johann Heinrich Pestalozzi, Adolph Diesterweg, K. Ushinsky, H. Skovoroda and others.
Significant contribution to the development of the theory
of humanism was made by Berdyaev, I. Borzenko, A. Gorelov, I. Zaychenko, V. Kuvakin, A. Kudishyna, A. Rybin
et al. The problem of humanism in the philosophical aspect
is represented in scientific studies by V. Guzenko, A. Zdravomyslova, N. Kiyashko, A. Kruglov, P. Kurtz, V. Kuvakina, K. Lamont, V. Leybik, A. Rogova, B. Shirokova,
V. Yadova and others. A new stage in the development of
humanistic pedagogy was determined by the introduction
personality oriented education and training (Sh. Amonashvili, I. Bekh, V. Bilousova, S. Honcharen-ko, O.Savchenko,
I. Yakymanska). Active research on the historical analysis
of humanism and views on further development of humanistic ideas is conducted in domestic and foreign philosophical, psychological, cultural, sociological and educational
science. However, some specific aspects of philosophy of
humanism are still to be disclosed.
The goals and the objectives of this paper are: to reveal the essence of the concept and basic paradigms of
humanism based on the analysis of scientific publications,
and to define the general concept of humanistic paradigm
of education.
Scientific relevance: This article covers different aspects of the philosophy of humanism and helps define a
methodology of the philosophy of humanistic education.
The main material of research. The term "humanism" was introduced into scientific circulation in 1808 by
a German educationalist Friedrich Immanuel Niethammer
who assigned this word with the meaning of higher self-
sufficient and self-cognitive importance of humans and

described everything that contributes to the alienation of
man and his self-alienation as inhuman.
In scientific literature the term "humanism" is interpreted as
a philosophical, ethical and sociological principle in reference to man as the supreme value. [3, p.143]; as a system
of views of man as the highest value that has evolved historically, which considers the benefit of human as the main
criterion of social evaluation, and the principle of humanity
as the required standart of human relations. [8, p. 143]; as a
worldview with the focal idea of man as the biggest value
and prioritized reality in relation to itself in a number of all
other material and spiritual values. [5]; as a cultural phenomenon that stimulates the overall progress of the world's
civilization. The sole position in this system that remains
unchanged is the recognition of human dignity as the supreme value in the world [5].
The outstanding Italian humanist L. Bruni defines humanism as "the knowledge of things relating to life and
practices that improve and adorn a man." Of the chief
importance for a person is the ability to choose between
good and evil and do good [3, p. 127].
According to V. Yaroshenko, by humanism, it is necessary to understand the dramatic changes in selfevolution of public relations based on the fact that the
grounds of determining the validity are no longer the outside world, but a developed public entity. [9, . 4].
Russian culturologist T. Panfilov describes the concept
of humanism as "historically conditioned system of views
that recognizes humans as a self-value, sees them as conscious objects of their own actions, the development of
which in accordance with the laws of their own activities
is essential for the development of the whole society." In
broad terms by humanism researchers mean the desire for
humanity.[2 p. 16].
Modern scholars regard humanism as one of the fundamental characteristics of social being and consciousness, a certain area of thought and activities focused on
the good of all people as the highest value and the supreme meaning of life with absolute respect for the freedom of each individual.
Humanistic trends can be traced in all religions of the
world, in the history of all existing social and cultural
institutions. Humanistic paradigms can be divided into
two types: active and contemplative. Naturally, for a
number of humanistic paradigms both trends are characteristic and only comparative advantage of acontemplative
or an active trend can be attribute a particular paradigmto
a particular type.
The contemplative type of paradigms include: the humanist
paradigm of the east, which is based on the principle of
unity, "silent" rebellion and maximum inadmissibility of
violence and ecological humanism, as the result of European humanistic philosophers borrowing idea of unity and
harmony with nature from the eastern philosophers. The
main criterion of this area is the human understanding of
the harmonious coexistence of man and nature. And thirdly, the Western European paradigm that is reduced to two
humanitarian principles: Antiquity and Christianity. The
very first example of classical humanism is "Paideia" the
highest cultural and moral ideal of ancient Greece. Although semantic terms "paideia" and "humanism" have different meanings, yet their notional identity is obvious. Werner Jaeger describes the spirit of paideia as the inner culture
of the soul with the special features, education being a priority. Paideia was the process of educating people in their
truest form and in accordance with human nature. [6];
There are two models for which it is more difficult to
identify the type paradigm Christian theo-humanism and
Vernadsky's teaching about noosphere. Christian Theohumanizm contains both contemplative and active models:
Jewish-Palestinian humility and antique freethinking. Moral sense and fight against sinful human essence can clearly
be seen an active part of Christianity. Theo-humanism is
characterized by personal freedom, the tendency towards
individualization and anthropocentrism, humility with elements of self-sacrifice (inherent in both Eastern idea of the
inevitability of suffering, and the Greek and Roman Stoicism). Vernadsky's teaching about noosphere is one of the
greatest humanistic paradigms of XX century, which on the
one hand is related to the active humanism, but also contains concepts of contemplative humanism. This model of
humanism offers a harmonious coexistence between man
and nature on the basis of the formation of methodological
orientations for cultural, social, economic, legal, political
dialogues which unfold throughout the world as a unity all
possible methodological principles for the future development of society on general cultural levels.
Renaissance humanism grew out of Christian humanism in the XIV-XV centuries, and was the rationale of
earthly life and human nature. This is not only a new understanding of the world, but a new scientific method studia huminitatis. Renaissance humanism absorbed the
cultural potential of antiquity, aimed to develop individual
abilities of person; secular humanism emerged in the European society of XVII century i. e. in the period between
post-Renaissance and Enlightenment. At this time, the
separation of secular and sacred took place. It is secular
forms of culture that direct human creativity into the line
of virtually unlimited creativity - genuine creation of new
philosophical systems, fiction, scientific discoveries of
social, legal, civil, economic and technological progress.
Neohumanism is the modern direction, focusing on the
necessity of ethical and humanistic expert review of scientific research. According to the neohumanistic views, a
person shifts the accents from the world of the sacred into
the material world.
Liberal humanism was based on the Declaration of
Human Rights adopted in France in 1793. The main value
of liberal humanism (named "bourgeois" in the sources of
Soviet period) as a special type of socio-economic relations, was proclamation of human rights to freedom, pri-
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vate property and individualism as the supreme achievements. Liberal humanism promotes a human desire for
self-development and self-improvement. In a liberal society, man is regarded as the creator, rather than as an observer. L. Balashov, while exploring humanism, came to
the conclusion: "Pure humanism is completely consistent
with liberalism; moreover, humanism and liberalism are
symmetrical to each other. There can be no liberalism
without humanism, and humanism without liberalism.
Liberalism is a humanism in the sense of freedom and
humanism is a liberalism in terms of humanity." [1].
Communist humanism, which originates from the
Marxist doctrine, can be seen as the opposite of liberal
humanism. From the perspective of the founders of Marxism: "Wage labor, exploited by capitalists in order to generate profit, denies human personality, exhausts human
nature and destroys the spirit. Only collectively an individual can be fully developed"[9]; the paradigm of socialist humanism, the central tenet of which is: "All for the
good of man" was declared in Soviet Union during the era
of "developed socialism" in 1950-1980.
According to global humanism, mankind must take into
account all the spiritual heritage and to unite the world in
pursuit of world justice. For this ideology, educational values and evaluation criteria are subject to identifying the
meaning of human existence in a globalized world, where
the person has to identify their ethnic roots self-identify
among diverse cultural communities. The purpose of this
humanism model is an attempt to create a unified cultural
space in which the representatives of different religions and
nationalities could coexist without conflict.
Transhumanism is the movement that was commenced
in the second half of the XX century. According to Julian
Huxley, a person can improve endlessly, the abilities of a
"post-human" will somewhat differ from the abilities of
modern humans [10]; Transhumanism is sometimes called
posthumanism or new humanism based on the assumption
that man is not the last link of evolution, and thus to replace
human intelligence come other forms of intellect: other
creatures or non-biological constructions. This idea is based
on a rational reconsideration of achievements in the future
of science and philosophy, recognizing the ability and willingness of global changes in the nature of humans with the
help of advanced technologies in order to eliminate suffering, aging and death, and significantly improve physical,
mental and psychological abilities of a person.
Formation and development of humanistic ideas could
not be ignored and humanistic paradigm of education is
firmly established as a separate branch in the late XIX
early XX century. A unique integral individual was considered to be the center of the educational process. The aims
of humanistic paradigms were the identification and development of specific features of a child's personality on one
hand, and creation and implementation of conditions that
would ensure the free development of a child and its preparation for free creative and happy life in the future on the
other. In search of solutions to the problems of humanization of education and training, pedagogical science refers to
a variety of sources, including the history of education. The
value of any educational system can be determined on the
basis of its usefulness for the state, society and a particular
individual as the subject of educational process. Backgrounds of this model of education are: firstly the idea of
dialogue, cooperation, collaboration, the need for understanding another point of view, respect for the individual,
his rights, the conditioning of life on higher transcendental
principles; secondly, the need for philosophical and pedagogical ideas that could lay the foundation for a new methodology of pedagogy and intellectual reconstruction of the
traditional educational process as well as comparison of
performance in the educational system of different countries and understanding that they are the result of development of humanistic philosophy of education in these countries, and the degree of interaction between philosophy and
teaching theory and practice; thirdly, system, that evolved
from ideas and concepts based on the philosophical ideas of
classical education, which kept developing during the XIXXX centuries, and yet its basic features remained unchanged: the purpose and content of education, forms and
methods of teaching, ways of organizing of the learning
process, turned out to be non-suitable for modern pedagogical innovations. Their theoretical comprehension involves
more ideological and philosophical ideas about education.
In a broad sense, humanistic philosophy of education
can be attributed to a philosophy of life. The founder of
this movement, which was formed on the verge of XIX
XX centuries, and obtained strength mainly in Germany
and France, is Arthur Schopenhauer (1788-1860), who
believed that the mind plays a modest, purely technical
role in human life and in the world at large. The basic
vital processes occur without intelligence. Human life is
unreasonable and chaotic, and the only thing that somehow organizes it is "the world's will" but not the mind.
Philosophy of life, the most prominent representatives of
which include Paracelsus, Herder, Goethe, Schopenhauer,
Nietzsche, Dilthey and Klages, highlights the meaning,
the purpose and the value of human life. Answers to these
questions provided by this philosophy are not absolute
truth, but one of the most thought-out subjective versions
of its understanding. As a scientific school, the philosophy of life is on the side of the sensuous sphere, real, direct experiences inseparable from the content of events.
The main principle of modern philosophy is to delve into
human life, empathize with human suffering. The task of
philosophy is to help the individual to understand and
experience a process of choosing between good and evil.
Scientific cognition is acquired not only through the love
of truth, but also with the purpose of meeting the social
needs. In this regard, the content of evaluational and creational aspects of human activity are determined by focusing
on redefining, acknowledging, updating and creating material and spiritual values that compose the culture of humanity. The mechanism of the relationship between practical
and cognitive approaches is performed by the axiological
(evaluative) method, which serves as a link between theory
and practice. With this method, on the one hand, the phenomena in terms of their inherent potential of meeting human needs can be studied, on the other hand, the problems
of humanization of society can be solved.
The essence of the axiological method can only be understood through through the system of axiological principles, which include: the equality of philosophical ideas
in within a united humanistic value system at preservation
of diversity of their cultural and ethnic characteristics;
equivalence of tradition and creativity, recognition of the
necessity to study and analyze the views of past and pos-
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sibilities of spiritual discoveries of present and future,

complementary dialogue between classics and innovators;
existential human equality, social and cultural pragmatism
instead of demagogic arguments about the basis of values,
dialogue and devotion instead of messianism and indifference. According to this methodology, one of the most
important tasks is to identify the humanistic nature of
science (including pedagogy), its relation to a human as
the subject of knowledge, society and art. This leads to a
consideration of the value aspects of philosophical and
pedagogical knowledge, "human dimension" of its principles, and through them, to humanistic essence of culture
in general. This landmark of humanistic philosophy of
education provides a reliable foundation for the future of
humanity. Education as a component of culture, in this
context, is of particular importance because it is the primary means of humanistic essence of personality.
Education can not be de-ideologized because, in its essence, the term ideology is nothing but conformity to ideas, ideals and values that contribute to the definition of
the purpose and principles of education, implementation
of which is its purpose. At critical moments in its development, pedagogical thought appealed to the ideas of humanization, increase of moral foundations of education
and training. Due to the development of liberal culture,
humanization of education, humanization of the social
environment, educational relations and the personality,
the address to man as a subject of cultural and moral upbringing and ways out of educational crisis are associated
with the humanization of education.
New values of humanistic nature are provided with new
humanistic content of philosophical reasoning of teaching
methodology. Its specifics include many philosophical positions with a common humanistic idea - the priority of the
interests of individuals, their own and freedom of choice of
interests from the environment. The model of education can
be represented as a set of provisions that represent interests
of an object of education as a certain social group in need
of social protection, acquiring of civil human rights, education, free choice of life position, implication of the values
of human culture and creative development. This methodological approach allows us to consider education as a humane practice which provides conditions for the development of a child as a person.
The new ideology would restore the value priorities of
education, overcome the attitude to a child as a component of the educational system, enhance its activity as an
individual, expand the boundaries of freedom and creation. This model helps overcome technocratic trends in
pedagogical thinking, which are manifested through onesided orientation of inculcating knowledge and skills to
students indulging their personalities, spiritual lives and
motivation. Overcoming of technocracy brings teaching
process to the interests of individuals, forms understanding of them as live a subjects rather than instruments of
achieving goals of society and the state.
Epistemological function of humanistic education
methodology defines new methods of interaction between
science and pedagogy. They are conditioned by the following principles: education is not limited to transfering
knowledges to students whereas the dominant factor determining the nature of education is the work of its subjects who are able to realize their personal potential.
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ment" and the theory of "Humanocentrism."

The paradigms of contemplative type include humanistic ideas of the East, Western Europe, ecological humanism and the Humanist Movement of Silo, and the active
paradigms include Christian Theo-humanizm, Vernadsky's teaching about noosphere, Renaissance humanism,
rational neohumanism, neohumanism, liberal and communist humanism, transhumanism, and civil humanism.
Established in the late XIX early XX century as a separate branch, Humanistic Paradigm of education, where in
the center of the pedagogical process is a unique integral
human personality, and a leading concept is refocusing of
pedagogy and practice onto the development of a personality in the system of traditional humanistic education.
Analysis of historical and contemporary literature
makes it possible to formulate a vision of the modernization of education, which must be focused on providing an
ideal personality as intelligent, highly cultured, educated,
kind, strong-willed and talented.
Based on the above, the methodology of pedagogy can
be seen as a set of theoretical principles of pedagogical
knowledge and transformation of reality which would
become a reflection of the humanist essence of philosophy of education. It would be premature to claim that
such a methodology is developed today.
Establishment of new interaction between pedagogical

science and teaching practice in realization of its epistemological function is determined by the fact that pedagogy needs to regain the status of science about education. Thus, the scientific component of teaching changes
its traditional sense. It is being requalified from serving
final and absolute knowledges about education and learning to stipulation of open potential and semantical guides
for teaching activities of humanistic type.
Conclusions. Thus, the present analysis of the main
components of the concept of "humanism" confirms that
the prior, clear and simple for all, humanism is too abstract. It is addressed not at the living, concrete, individual
human, but a man in general, a human in the sense of humanity. By the end of the XX century humanism as a social phenomenon transmuted into a highly significant element of civil society in almost all democratic countries,
it became a global phenomenon of humanity, expressing
people's desire for decent survival with courage and determination to meet and respond to the challenges of the
future. The humanism of XXI century, as a new humanism, is distinguished by increased human desire for understanding the world and life in it, and consciousness
about being a part of the world. Methodological basis of
humanization of various spheres of contemporary Ukrainian society is the concept of "Sustainable human develop-
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Tutoring peculiarities in Ukrainian high school distance learning

O.V. Los*, N.V. Gagina
Chernihiv National University of Technology, Chernihiv, Ukraine
*Corresponding author. E-mail: lena@kilko.name
Abstract. The article deals with tutors responsibilities in Ukrainian high school distance learning. The problems of implementation
of distance learning technologies are highlighted. The authors study specific roles of a tutor in the distance foreign language learning.
Four main tutors functions are distinguished. The authors focus attention on the necessity of the additional training for teachers corresponding to their new functions. The ways of an effective multilevel support in distance foreign language learning are suggested.
eywords: education process, distance learning, tutor, technical support, assistance
The permanent dynamic development of modern society,

the renovation of higher education content, the rapid expansion of the information space, the integration of the
national education system into the world education community require the sustainable implementation of qualitatively different kinds of teaching models that cater specially to the students of today, are based on their own
understanding of subject content, active participation in
acquiring new knowledge and skills, focus on the development of student self-learning ability, meet needs, interests, aspirations, promote autonomy, encourage independence and initiative, develop lifelong learning skills, and
are supported through innovative computer technologies.
The distance learning model widely practiced all over
the world is becoming more and more popular in Ukraine
due to its effectiveness, cost, flexibility in terms of space,
time, content, resource access as well as the necessity of
continuing education in todays competitive world and rapid technological changes. Ukrainian and foreign scholars
(L. Bendova, P. Zakotnova, N. Marakhovska, T. Koshmanova, G. Barnier, V. Glikman, G. Salmon, have studied socio-pedagogical, organizational, tutoring and other aspects
of distance learning.
As B. Holmberg suggests distance education has two
constituent elements, the teaching exposition referred to
as one-way traffic in the form of pre-produced course
materials involving students in interaction with texts
(simulated communication) and the real communication
by means of which students have access to personal tutoring and counselling [3, p.15].
Distance education curricula should be carefully and
professionally developed combining different forms and
methods of interaction, flexibly responding to the educational needs and requirements, providing high quality
online tutoring, promoting student independence and autonomy, giving opportunities for multi-level, self-paced
learning, enabling students to apply creative and critical
thinking, reflective practice, personal exploration of
knowledge.
Carefully developed and highly interactive distance
learning programmes make it possible to enrich the learning environment, maintain student interest, permit a more
intensive, more dynamic interpersonal dialogue, synthesise theory and practice, providing opportunities for professional development and personal growth.
It is worth noting that unfortunately quite often distance learning technologies are understood rather simplistically by Ukrainian teachers that result in transformation
of materials used in traditional face-to-face learning to a
computer format.
In our view distance learning as a specially organised educational activity based on modern training and information
technologies provides not only flexibility and convenience
but is also aimed at individualising the process of learning,
increasing the level of students autonomy, developing
their own strategies, creating new educational information
environment, obtaining the best teaching resources,
strengthening the role of independent learning.
The effectiveness of distance learning shouldnt be underestimated as its results can sometimes even exceed
those of formal education. Self-directed learning supported through various types of technologies in a flexible educational environment encourages students to use a large
amount of information, increases their learning productivity and confidence, allows them to construct knowledge
according to the established personal learning goals, their
own learning requirements, and to transform abstract
knowledge into a personally meaningful experience.
However, the proper implementation of distance learning technologies is time consuming, requires considerable
effort on the part of the teacher who helps students to develop their own learning strategies with a certain freedom
of action, taking into account their individual characteristics and abilities, active engagement of students in the
learning process, and leads to the change of teacherstudent interaction.
Focusing specifically on teachers role in distance education practice it is essential to re-conceive it in terms of
distance learning arrangement. The teacher is not a source
of information, but an organiser and coordinator of the
creative educational process in a learner centered environment.
The distance learning teacher often plays the role of a
tutor, relatively speaking, an intermediary between a student and a teacher-developer of a distance learning
course. In our view regarding the enhancement of distance education in Ukrainian universities the special attention should be paid to the provision of technical and
professional assistance to students, namely the provision
of the specialised tutoring system, particularly in foreign
language learning.
Initially the tutors work was to advise students on academic or personal issues. G. Barnier considers a tutor as a
person with a certain professional qualification who provides additional individual educational services to students
with learning difficulties [1, p. 127]. V. Glickman compares a tutor to a teacher who fulfils a personalised educational function that is transmits knowledge to a student
individually or in a small group of students.
11
In the contemporary information educational environment
a tutor means anyone who provides technical support to
students, facilitates their effective distance learning being
an intermediary between University and developers of
distance learning curricula on the one hand, and students
on the other hand [4, p. 223].
At this stage we can distinguish four main tutors functions such as assisting, supporting and resourcing. The
tutors responsibility includes a wide range of activities:
informing students about courses available and assisting
them in the selection of the appropriate training course;
assessing students understanding of the course content;
didactic assistance, mainly centered on the content of
the chosen course;
psychological support that involves motivational aspects;
social and personal assistance aimed at meeting students practical and material needs;
organisational assistance to facilitate access to the administrative resource (scheduling coordination, free access to the learning resource etc);
technical assistance in setting up software and checking
its compatibility;
special support relevant to students specific needs;
assistance in the coordination of student cooperation.
The facilitation of students independent work is the
basis of any tutoring support. Thus a tutor is supposed to
have personal experience of online learning, and such
abilities as applying flexible approaches to different learning strategies, setting objectives for students, realising the
potential of a particular student or a group in online learning, fostering the development of students abilities, acting as a motivator, analyzing information on student performance, critically assessing tutors activity, motivating
and encouraging reluctant students.
In this case a psycho-pedagogical approach becomes
very important in building a bridge of trust between a
student and a tutor, showing interest in the students life,
encouraging communication and exchange of views and
ideas, showing positive attitude towards a student as an
individual, creating effective interaction between students
in a group (interaction in pairs, synchronous and asynchronous message exchange).
In many systems of distance learning development of
curricula and preparation of plans and printed materials are
provided by professionals, i.e. teachers. They arent involved into organisation of distance work with students.
Tutors also have some professional knowledge but they are
mostly involved in the communication with students. It
goes about a shift in the professional competencies. As
G. Salmon points out tutors shouldnt have years of experience or exceptional skills but only that level of knowledge
that can be applied for the course they work on. The key
competency in setting up the process of distance learning in
the scholars opinion belongs to emotional intellect consisting of motivation and intuition. Therefore the emotional
aspect is considered as a driving force of any communication or human relationship [5, p. 53-55].
We agree with the previous scholars, and its noteworthy
to add that a tutoring support shouldnt be executed only on
the psychological or organizational levels but on the specialised one. It presupposes the specialisation support to be
executed by curricula developers so that the important factor in tutor student interaction belongs to tutors profes-
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sional knowledge. This argument becomes crucial in foreign language learning where tutors profound language
skills help to organise and control the students work or to
provide an effective personal consulting. The statement can
be proved by a survey made among students of the Rouen
University (France). The respondents, WebCT distance
platform users, were asked about the effectiveness of tutors,
teachers and students interaction [2].
The results showed that 41 % out of 112 interviewed
students never contacted with their tutor, 37 % had a
few contacts, 19 % often contacted and 3% very often
contacted. In other words 78% of students didnt contact
or seldom contacted with the tutor to ask for help. Most of
respondents confessed that while solving difficult issues
they relied on forum chats. Moreover the communication
with the tutor on the curriculum content proved less effective because tutors werent specialised in the given field
whereas 55 % of students required the constant tutor support. They complained about the lack of verbal communication, personal meetings, individual assistance in the
given professional field as well as clear-cut answers on
their questions while the tutor interaction was reduced to
references to certain web links. Thus as the given example
shows, one of the conditions of the effective distance support, in the students opinion, is a specialised professional
training of the tutor in the field he is appointed to.
In distance foreign language learning besides organizational and technical competencies the specialisation in the
language that is taught or used in the distance curricula, is
required. In the Ukrainian practice of distance foreign
language learning a teacher being at the same time a tutor,
corrects written assignments, provides immediate comments, answers questions concerning the language peculiarities, monitors the progress of a particular student or a
group by arranging, for example, online meetings in order
to provoke foreign language verbal communication, sets
up discussions, asks questions relevant to student individual potential and interests and is able to provide a total
control of the curriculum in order to interfere in time
when its required. At the final stage he assesses the
whole work of students taking into consideration everyones contribution, and checks the degree of language
materials comprehension.
When analysing the amount of work completed by a
teacher-tutor in Ukraine we can state that the number of
distant students, a teacher must deal with, becomes a significant disadvantage. Paying attention to the specific
requirements of distance foreign language learning, in
many European countries, for instance, a group for tutor
support doesnt exceed 5-6 students whereas in Ukraine it
can reach up 18-20 students.
The technical competency is also very important. The
technical support mostly includes distance software setup
and appropriate communication options. Therefore, the
knowledge of current software and distance platform is a
key point. Fast screen reading, mobility and constant access to the Internet; abilities to assess basic structures of
online conferences and web and Internet learning potential; to use particular software features such as controlling, archiving, tracking the actions of students as a platform users, i.e. history of messages, monitoring the time
of use and results; to configure and hold online conferences and other online activities, to create the learning
12
environment, to use alternative software and distance platforms, should be considered as a technically proved necessity. The moderating of useful web resources will allow to apply them as triggers in online assignments and to
produce creative online learning participants feedback.
In the Ukrainian realities the attempts to introduce distance courses have revealed a set of problems conditioned
by a low technical competency of several professors and
students, insufficient technical equipment, distance curricula irrelevant to the distance platform in use as well as
the students reluctance to be responsible for the process
and results of their own educational activity.
The most important tasks in the current conditions of national distance learning environment that will allow to
eliminate all the above-mentioned drawbacks, must be arranging effective training courses aimed at improving informational and technical culture of students and professors, developing relevant curricula, applying a differentiated approach to group students in order that their number
shouldnt exceed 10-12 people, developing assignments
meeting students language possibilities. It will allow on the
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one hand to increase motivation and self-esteem of students, and, on the other hand, to foster the flexibility and
intensification of the learning process in whole.
In conclusion assuming the fact that in the system of
distance learning a tutor acts as a transmitter of
knowledge he has to be a teacher as well as to provide the
technical support of educational process. The following
combination of professional roles requires an additional
education correspondent to new functions. In this case a
tutor becomes a conductor, a guide, a person accumulating educational resources. At the same time he facilitates
transfer of knowledge, assists students in the process of
individual learning at all stages by setting objectives, selecting materials, assessing the results achieved. The tutor
stimulates motivation to learn, promotes the development
of students reflective skills and fosters their potential;
anticipates learning difficulties and advises how to overcome them. He focuses students efforts on the selection
of effective learning strategies and ways of solving problems and applying knowledge and skills acquired in the
professional activities.
REFERENCES
1. Barnier, G. Le tutorat dans lenseignement et la formation / 3. Holmberg B. Theory and practice of distance education / Borje
Georges Barnier. Paris : lHarmattan, Savoir et Formation,
Holmberg. London, N.Y. : Routledge, 1995. 261 p.
2001. 287 p.
4. Glikman, V. Des cours par correspondence au E-learning / Vi2. Bziat, J. Formateur en ligne : vers un modle daction / Jacques
vienne Glikman. Paris : Presse Universitaire, 2002. 304 p.
Bziat // Distances et Mdiations des Savoirs. Centre national 5. Salmon, G. E-Moderating : The Key To Teaching And Learning
d'enseignement distance, 2012. 1 / URL : http://dms. reOnline / Gilly Salmon. New York : Routledge, 2011. 273 p.
vues.org/116?lang=en
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Applications as a way of implementation of interdisciplinary connections of

mathematical and economic disciplines
G.I. Tur, N.V. Shakhovnina*
Chernihiv National University of Technology, city of Chernihiv, Ukraine
*Corresponding author. E-mail: navinnii@mail.ru
Abstract. The article indicates the important role of Mathematical Sciences in the training of a modern economist. It is emphasized
the need for applications in the study of Higher Mathematics. It is discussed the peculiarities of interdisciplinary connections between
mathematical and basic economic disciplines that encourage to improve fundamental training of bachelors in Economics. A number
of practical tasks with the use of Mathematics in Economics are shown.
Keywords: application tasks, tasks of economic content, interdisciplinary communication
Mathematical education lays the foundation for successful

future activities under production conditions as a subsystem of professional training of students of Economics. A
modern economist should be able to use mathematical
concepts and methods of investigation of economic processes. But in the present conditions of teaching Mathematics in a sufficiently large amount in a so-called "pure"
form it is a rather inefficient process and difficult for students to perceive. Therefore, the style of teaching Higher
Mathematics for economists should be directed into the
way that would provide the implementation of the links of
Mathematics and Economics, and solving actual applied
problems in Economics.
The questions of applied orientation in teaching Mathematics is the subject of research by many Ukrainian scientists: G.P. Bevz, M.Y. Ignatenko, T.V. Krylova, L.L Panchenko, Z.I. Sliepkan, L.O. Sokolenko, V.O. Shvets and
others.
Applied orientation of Higher Mathematics teaching is
realized most effectively when solving applied problems.
Under applied problems one mostly means the problems
arising out of the sphere of Mathematics but which are
solved by mathematical methods. The future specialists
must learn to build mathematical models, choosing the
appropriate mathematical methods and algorithms, and
apply them to solving the problems.
It is advisable to follow certain requirements while selecting and calculating applied problems:
the tasks should be of real practical content which corroborates the practical significance of the acquired
mathematical knowledge;
the tasks should be formulated in an accessible and understandable language, and new terms have to be explained to students;
numerical data in the applied tasks should be realistic,
Branch of Industry
1
2
3
1
10
30
20
Consumption Sector
2
5
0
40
3
40
30
0
correspond to those ones existing in practice;

a personal experience of students and local material
should be reflected in the task content if possible; it allows to show effectively the use of mathematical knowledge of students and cause their cognitive interest;
in applied tasks the situations of industrial production,
trade, economy and other sciences should be reflected
to illustrate the application of mathematical knowledge
in specific professions.
Applied tasks can be used in the classroom of Higher
Mathematics at the stage of motivation of educational
activity; in the formation of skills and abilities; at the
stage of generalization and systematization of knowledge;
during updating of basic knowledge.
The standard scheme for solving the vast majority of applied economic problems can be reduced to the following:
1. Problem analysis and interpretation of the data within
the mathematical theory (a construction of the mathematical problem model).
2. Search (choice) of an algorithm for solving the problem
(a study of the model).
3. Solving the problem by using the algorithm found.
4. The interpretation of the obtained results in terms of
this problem.
The main direction in the realization of the interdisciplinary connections is considered to be calculating of the
applied problems with the use in economy. Let us examine some of its points according to the working programs
on Higher Mathematics.
In the study of "Elements of Linear Algebra" module it
is necessary to provide students with the models of the
balance sheet analysis and linear sharing.
Task 1.
The following table gives the intersectoral balance of a
three-branch model of economy:
Final Product Y
45
40
140
Gross Output X New Final Product Y

100
100
100
50
200
80
The solution. Direct costs coefficients aij are determined

xij
by the formula: aij (i, j 1, n) , and the matrix of
xj
direct costs is as follows:
Find the following economic indicators:

1) direct costs coefficients aij (direct costs matrix );
2) full cost coefficients sij (full cost matrix S);
3) gross output X ( x1 , x2 , x3 ) of the branches, that provides a new final product Y ( y1 , y 2 , y3 ) (100,50,80)
14
uct per one kilometer of transportation to the enterprise.

However, vehicle fleet, which gives services to enterprise
A, is equipped with newer and more powerful cars.
Therefore, the transportation costs of one product constitute: for company A 10 currency units, and for company
B 20 monetary units for one kilometer of transportation.
The distance between the enterprises is 300 km. How
should the market be geographically divided between the
two enterprises in order to make consumer costs for shipping and transportation be the same?
The solution. Lets denote by S1 and S2 the distances to
the market from points and respectively. Then consumer expense amounts to: Y1 m 10S1 , Y2 m 20S2 .
Lets find the set of points (x; y) for which Y1= Y2:
m 10S1 m 20S2 or S1 2S2
Lets find S1 and S2:
S1 x 2 y 2 ,
x 2 y 2 2 (300 x 2 ) y 2
,
S (300 x) 2 y 2 ,
In our case (i, j 1,3) we have:

a11
A a21
a
31
a12
a22
a32
10
a13 100
30
a23
100
a33 20
100
5
100
0
100
40
100
40
200 0,1 0,05 0,2

.
30
0,3
0
0,15
200
0
0 0,2 0,4
200
Matrix meets one of the performance criteria, which

says that matrix is productive, if aij 0 ij 1, n,
n
max aij 1 , then it is number j, which is aij 1 .

j 1,n i 1
i 1
In our case we have: max{0,1+0,3+0,2; 0,05+0+0,4;

0,2+0,15+0}=max{0,6; 0,45; 0,35}=0,6<1 and all the
elements of matrix are inseparable. Therefore, for the
final product Y you can find the necessary amount of
gross output X by the formula: X ( E A) 1Y .
1 0 0
S ( E A) 1 where E 0 1 0 is an identity matrix.
0 0 1
0,9 0,05 0,2
E A 0,3
1
0,15
0,2 0,4
1
or, after the elevation of the left and right sides of the last
equality to the square, grouping and selecting the full
square at variable , one has ( x 400 ) 2 y 2 200 2 .
These are equation circles. Thus, it is more profitable
for a "within a circle" consumer to buy in point B, for an
"outside the circle" consumer in point A, and for "on the
circle" one is equally profitable both in points A and C.
In the study of "Introduction to the Mathematical
Analysis" module (learning sequences, function boundaries, functional dependencies between two or more variables, etc.) it is necessary to distinguish the important features that are used in Economics (production, functions of
supply and demand, cost, utility, production).
Task 3. Peter Kolobkov grows cucumbers in his own
greenhouse. Then he sells the whole of the harvest in the
city market. It is known that the market price of cucumbers has been established at the level of p = 5 grn. per 1
kg. At the same time there are certain costs associated
with the purchase of fertilizers, material for a greenhouse,
etc. As a result, the overall cost of the grown cucumbers
(C) from the quantity (in kg) of the grown cucumbers (x)
Matrix S ( E A) 1 is the inverse of E-A matrix.

Lets find the matrix by the formula:
( E A) 1
A11
1
A12
det(E A)
A13
A21
A22
A23
A31
,
A32
A33
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where Aij are algebraic
additions to matrix elements

0,9 0,05 0,2
( E A) 0,3
1
0,15 , and det(E-A) is a de 0,2 0,4
1
terminant of this matrix. After completing all the necessary calculations, one obtains the inverse matrix:
1,23 0,7 0,27
S ( E A) 1 0,43 1,12 0,255 . Lets remind of the

0,42 0,48 1,16
required volume of the gross output in each industry,
is up this: C x 1 x 2 4 . Tell Peter, how many kilograms
100
which is as follows: X ( E A) 1Y 100 .

200
of cucumbers he has to collect from his greenhouse in a

season to get a maximum profit? What is the size of the
profits?
The solution. Lets write the expression for the profit
function:
The gross output required for a given final product is

obtained from the ratio
1,23 0,17 0,27 100 153

X ( E A) Y SY 0,43 1,12 0,255 50 120 ,
0,42 0,48 1,16 80 159
1
1
P x R x C x p x C x 5 x x 2 4 x 2 5 x 4
4
4
Since x 0 , the task is to study the parabolic function
X ( x1, x2 , x3 ) (153;120;159) .
Thus, gross output, providing a new final product in areas 1 and 2 should be increased to 153 and 120 conventional
units, respectively, and in area 3 should be decreased to 159
conventional units. While teaching "Elements of Analytical
Geometry" module one should consider the examples of
analysis of diminution and profitability of production, profitableness of transportation, which is expressed by the lines
of the first and second order.
Task 2. Two similar enterprises A and B produce
products at the same wholesale selling price m for a prod-
1
Px x 2 5x 4 on the highest value in the interval
4
0; . The profit function looks like a quadratic function, so one can use its properties. The schedule of the
function Px 1 x 2 5x 4 is a parabola, whose branches
4
directed downward. The greatest value of the function

will become a point which is the apex of the parabola:
m
b
b 2 4ac (parabola vertex coordinates). The
,n
2a
4a
coordinates of the top of the parabola:
15
5
1
2
4
10 , n
1
25 4 4
.
4
21
1
4
4
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be 2500000 converted monetary units, it is necessary to

( )
( ) with 2500000
equate capital gains
Thus, the
converted monetary units, that is 25000 t 2 |T0 2500000 ,
profit of the greatest significance in 0; equals 21,

and it is achieved when =10. Peter Kolobkov will get a
maximum profit, if he gathers in the greenhouse 10 kg of
cucumbers, herewith the profit will be 21 grn. [1].
More opportunities arise in the course of teaching sections
"Differential Calculus" and "Integral Calculus", on the basis of which the concept of economic substance (marginal
cost, profit-income, elasticity features of the function, profit
maximization, the calculation of discount income, income
from the interest of a deposit, etc.) are entered.
Task 4. For the production of some products two types
of resources in quantities x and y are used. The production
function is like this:
Q( x, y ) 100 0,9 x 2 0, 4 y 2 18, 4 x 16, 2 y.
The price of the unit of the first resource is 4 monetary
units, the second 2 monetary units and the price of the
unit of the product is 10 monetary units. Find the combination of resources and production so that the production
income was maximized.
The solution. A profit is the difference between the
proceeds from the sale of the product and the cost of the
purchasing resources:
PR(x,y)=10(100-0,9x2-0,4y2+18,4x+16,2y)-4x-2y=
=1000-9x2-4y2+180x+160y.
Lets find the point of maximum of the profit function.
The stationary point is:
PRx ( x, y ) 18 x 180 0, x 10,

y 20.
PRy ( x, y ) 8 x 160 0
25000T 2 2500000 ,
.
So one needs ten years in order that the capital increase
reaches 2.5 million converted monetary units.
The study of "Differential Equations" module leads us
to consider the economic and mathematical models, such
as: natural growth model, output growth model, dynamic
model of Keynes [2].
Task 6. Let supply and demand for goods be defined
by correlation:
q 2 p p p 15 , p 3 p p p 5 ,
where p a product price, p a pricing tendency; p
a rate of change of prices. Let also at the initial time
p0 6 , q0 s0 10 . Proceeding from the compliance requirements of supply and demand, find the price
dependence from time.
The solution. Proceeding from the compliance requirements of supply and demand, we have q s . So,
2 p p p 15 3 p p p 5 . Hence we obtain inhomogeneous linear second-order differential equations with

constant coefficients: p 2 p 2 p 10 . We solve the
corresponding homogeneous equation: p 2 p 2 p 0 .
We form the characteristic equation: k 2 2k 2 0 .
The roots of the characteristic equation are k1, 2 1 i .
The general solution of homogeneous equation is
p * t C1e t cos t C2e t sin t .
Lets find a particular solution of the inhomogeneous
equation. The right side of equation f x 10 , hence the
particular solution of inhomogeneous equation will look
as pch A . Differentiating pch twice, we obtain:
0, pch
0 . Substituting these values to the differenpch
Lets satisfy ourselves that the profit function has a

maximum at the stationary point found:
PRxx
( x, y ) 18 A,
( x, y ) 0 B, AC B 2 144.
PRxy
PR ( x, y ) 8 C
yy
tial equation, we get 2 A 10 A 5 pch 5

The overall solution is as follows:
pt e t C1 cos t C2 sin t 5 .
Taking into account the initial conditions, we find a
particular solution p0 6 6 C1 5 , C1 1 . Con-
If = 144 > 0 A = 18 < 0, the function PR(x, y) has a

maximum PRmax PR10;20 3500 at the points (10; 20).
So, we will get a maximum profit in the amount of
3500 monetary units if we produce Q (10; 20) = 358 units
of production, using 10 units of the first resource and 20
units of the second resource.
Task 5. According to compute net investment
I t 50000 t lets calculate the capital gains from the
first to the third year and determine for how many years
the capital increase will amount to 2500000 converted
monetary units.
The solution. To determine the capital gains in the time
interval from t1 1 t2 3 lets use the formula
sidering that q 2 p p p 15 q0 10 , we find

pt e t cost C2 sin t e t sin t C2 cost
p0 C2 1;
pt e t 2C2 cos t 2 sin t p0 2C2
;
q0 2 2C2 C2 1 6 15 10 5C2 10
C2 0
Therefore: pt 5 e t cos t .
K K t2 K t1 I t dt .
Thus, the analysis of applications has shown that it is
t
emerged
a certain level of interdisciplinary connections
3
3
K K (3) K(1) 50000tdt 25000t 2 200000 ...between mathematical and economic disciplines, the es1
tablishing of which improves professional training of the
1
future economists.
To determine in how many years the capital increase will
t2
REFERENCES
1. Vinnichenko N.V. Applied Problems of economic content and functions nomic content / G.I. Tur // Bulletin of Chernihiv State Pedagogical Univer// Mathematics at school. 2011. 1-2. P. 22-26.
sity named after Taras Shevchenko. Series: Pedagogical Sciences.
2. Tur G.I. The use of differential equations in problems of eco
Chernigov: CSPU, 2009. Vol. 60 P. 141 150.
16
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Student involvement in the Bologna process: studying the structure,

character and impact of the European Students Union
A.S. Ulanovska
Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine
Abstract. This article explores the working structure and peculiar characteristics of the European Students Union as a supranational
student representative association in the Bologna process. In the course of logical and systematic analysis of the main documents the
fundamental principles of this organization were defined. The study focuses on ESUs experience of engagement into higher education modernization process at European level, and it was found that there are certain areas, in which student representatives managed
to make the greatest influence. The Union has conducted most of its own studies and realized the biggest projects within the framework of quality assurance, financing of higher education and shaping a strong student movement in Europe.
Keywords: the Bologna process, the European Students Union, student engagement, higher education modernization
Introduction. In the era of the knowledge-based society

and economy education has become a crucial factor in determining the future prospects of national states and, thus a
subject to fundamental changes. With a purpose to improve
the quality of higher education (HE) and become more
competitive in the global context European countries joined
their efforts and commenced a massive multi-year project
of harmonizing and modernizing HE systems, which is
known as the Bologna process (BP). According to the main
Bologna documents the involvement of all stakeholders,
especially the recipients of educational services (students),
into HE governance at all levels is considered to be one of
the core principles of the European Higher Education Area
(EHEA) development. However, it was found, the system
of student representation and the degrees of their engagement vary considerably around Europe. In Ukraine, for
instance, despite the active development of student selfgovernment, most of student associations are formal in
nature and do not really impact the decision-making process. For solving this problem it is essential to find innovative approaches in engaging students into HE management
by studying the positive experience of the most influential
student representative organisation in the EHEA the European Students' Union (ESU).
Student involvement as one of the main issues in the BP
and some aspects of ESUs participation in the EHEA development were investigated by such scholars as S. Bergen,
Th.M. Luescher-Mamashela, A. Kasoka, M. Klemeni
and others. However, there is no separate research of innovative structure, character and achievements of the Union
as a supranational actor of HE modernization process.
The purpose of the article is to analyze organizational
foundations of ESU, define major principles of this association and study its positive experience in the context of
the BP.
Results and their discussion. Over the thirty-year period the ESU (former ESIB) from a small information bureau
has turned into a huge pan-European platform with the aim
to promote educational, social, economic and cultural interests of students at the supranational level. Being a representative of more than 11 million students through its
member organisations (National Unions of Students
(NUS)), ESU was officially recognized as a partner in the
BP. In 2003 this association joined the Bologna Follow Up
Group in order to monitor together with other stakeholders
the implementation of major principles, and since that time
has begun to take part in the policy production and deci-
sion-making processes at the institutional, national, European and even global level. As M. Klemeni puts it, "With
involvement in the Bologna process, ESIB transformed
from a sleeping giant to a major player in European
higher education politics" [14, p. 23]. For more efficient
representation of students the ESU has undergone profound
internal changes that resulted in the emergence of new departments and institutions with flexible innovative methods
of work and cooperation.
Having analyzed the ESUs working structure we can
state that it is based on the primacy of its member organisations and, thus proves to be collegial and democratic.
The highest governing body, the Board, with each member country having two votes, every year elects the Unions Presidency and the Executive Committee (EC). These two offices are responsible for steering and coordinating the association both politically and financially on a
day-to-day basis. Their work used to be supported by content Committees, which specialized in various areas such
as academic and social affairs, gender equality, students
union development, etc. However, this department was
disbanded and integrated the EC, but some of its functions
were transferred to the new office of Coordinators, who
are experts in issues that are of priority to ESU. This shift
in the organizational structure was explained by
R. Primozic (the ESUs Chairperson 2013-2014) as, "a
need of a Union to have flexible working methods while
strengthening its role in Europe" [5, p 24]. In other words,
the reason seems to be obvious and it is a necessity to
optimize the structure by reducing the number of departments with the same or similar purposes and duties.
Moreover, there are several other units, for example the
Working Groups and Experts Pools, which are responsible
for a particular area of the associations activities and work
on solving the most pressing issues in HE and governance.
It was found, though, that the ESUs major regulative document, the Statutes, contains little information about goals
and operation standards of these important institutions.
Instead, certain characteristics of their competencies are
provided in the Standing Orders, but, in our opinion, they
are rather vague and sometimes even contradictory. For
instance, this document states that the Working Group
should focus on areas that are not urgent for EC, but important for the organization in general. At the same time,
one of the main tasks of this department is to cooperate
closely with the EC and Coordinators while producing the
ESUs policy on topical issues [11].
17
Expert Pools are defined as autonomous entities that carry
out external assessment, counseling, training on specific
issues [12]. Although the Standing orders determine the
establishing procedure and basic governing principles
[11], we do not find a single word about the definite goals
and objectives of these innovative structures. Thus, our
assumption is that not clear and in some way contradictory objectives and functioning rules of the Working groups
and Expert pools on the one hand, and a lack of information about their outcomes (except for the Expert Pool
on Quality Assurance) on the main ESUs web-resource
on the other, testify about the indefinite concept or a certain decline of these units.
One of the important components of the ESUs structure is the Secretariat, whose principal mission according
to the Statutes is to assist EC in carrying out the decisions
made by the Board. The main responsibilities of this unit
include: collecting and distributing information to the
NUSes and other departments of the Union; establishing
contacts between the NUSes and other HE structures;
fundraising activities; coordinating the implementation of
the decisions adopted by the Board or EC; developing
external, public relations and contacts with the press [12].
It should be mentioned that, in contrast to other departments of the Union, the Secretariat may include not only
students. This is due to the need for qualified specialists,
who could quickly and efficiently perform administrative
work and conduct financial management.
In the course of logical and systematic analysis of the
main documents, which include the Statutory papers, annual Plans of work, Policy papers, Strategic Political Priorities and Board Meeting Motions, we have defined the
fundamental principles, which are followed by ESU in
three major areas of its activities:
1. Advocating of economic, social, cultural, political
and civil rights of students:
representativeness, as the ESU is the association, which
acts on behalf of students at supranational level;
democracy and transparency, which means open access
to any information regarding the functioning of the organization, collegiate composition of the main governing body and the adoption of important political, organizational, financial and staff decisions by voting;
non-profit nature, as the overriding objectives of the
organization are not commercial;
solidarity at national and international levels, that is
providing students with comprehensive (including legal) support in case of violations of their rights;
equality as one of the core principles of both internal
and external policy of ESU, which provides specific actions to overcome any discrimination among students or
against them (campaigns for increasing awareness of
existing types and forms of discrimination at campuses,
support of international student exchange programs and
intercultural cooperation, work on projects to fight racism and gender discrimination, etc.);
equal opportunities in access to HE, which involves
defending the human right to education regardless of
peoples origin, social status or welfare.
2. The development of the ESU as a partner of the BP:
purpose-oriented approach, which provides a clear formulation of the Unions objectives in the context of BP
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and consolidation of all resources in order to achieve

them;
pro-activity, which means ESU always advocates its
own plans, developed from its own ideas and takes an
active part in the process of EHEA development;
impartiality and independence meaning that the Union
cannot be either negatively affected or manipulated by
third parties;
constant interaction and cooperation with other actors of
the BP, which is regarded by experts of the Union as
the key to success of HE modernization and development of the EHEA.
3. Building the European Higher Education Area:
democracy and transparency in decision-making, which
means engaging all stakeholders, including students, into the process of the educational policy production and
HE governance at all levels;
student-centered paradigm, that is not only an approach
in the teaching and learning process, but also a kind of
institutional culture, when students are considered to be
an integral part of the academic community;
equal opportunities in access to mobility programs,
which involves overcoming social and economic inequalities in this sphere;
HE as a public responsibility, which is reflected in the
constant struggle of the Union against the commercialization of education and transforming students into customers, consumers of educational services.
So, during the last decade ESU has become actively
involved into the process of HE modernization. The current status, successes and future challenges that students
see in the implementation of reforms and the Process as a
whole, are highlighted in a series of analytical publications under the common title "Bologna With Student
Eyes"(BWSE) issued in 2003, 2005, 2007, 2009, 2012. In
a special edition called "Bologna Process at the finish
line: a report of ten years of European higher education
reform" (2010), although it might not be enough time to
make final conclusions, especially if the final design of
the BP is ever-changing, the ESUs experts stated that the
ambition of a common EHEA had not been matched by
equal ambition in making it a reality [1, p. 3]. Therefore,
important recommendations were developed for the next
decade in order to achieve desired objectives in the most
stumbling areas. This proves, as a partner of BP the Union
appeared to be a professional organization with a serious
scientific potential, which not only provides critical analysis of Bologna reforms, but tries to contribute to solving
the problems in the Bologna discourse.
The ESU experience of engagement in HE modernization process at the supranational level shows that there are
a number of areas, in which student representatives managed to make the greatest influence. The Union has conducted most of its own studies and realized the biggest
projects in such directions: quality assurance, financing of
HE and student involvement in HE governance.
The problem of HE quality has been in focus of the
ESU since the first Student Convention within the BP
(Gteborg, 2001), where it was stated, "accessible higher
education of a high quality is of utmost importance for a
democratic European society" and "to guarantee and improve the quality of higher education, a strong European
cooperation of the national quality assurance systems is
18
needed " [4]. Since quality assurance is one of the most
pressing issues for ESU, its importance was stressed in
almost every analytical publication, article or speech.
A. Kasoka, a Latvian researcher and a member of the
Student Experts Pool on Quality Assurance, singled out
the milestones of student engagement into the process of
HE quality assurance in Europe [13, p. 252-253]:
the first was the adoption of the Prague Communiqu
in 2001, when students were recognized as competent and
constructive partners in shaping the EHEA. This was also
the year the so-called E4 group (the EUA, the EURASHE, ESU, and ENQA) based on the European principle of stakeholder involvement in quality assurance was
established;
the turning point for involving students in quality assurance was the Bergen Conference (2005) and the adoption of the European Standards and Guidelines for Quality
Assurance (ESG) in the EHEA. Studies carried out by
ESU (BWSE 2009) concluded that there was an evident
correlation between proper implementation of the ESG
and a high level of student participation in quality assurance [2]. Following the adoption of the ESG, both student
organisations and quality assurance agencies in many
European countries began to experience the implementation of student involvement in quality assurance. For instance, to participate in monitoring studies, students created special associations, which eventually turned into
national student expert committees on quality assurance;
the third (current) stage began in 2009 with the establishment of the Student Experts Pool on Quality Assurance
(SEPQA) an international student platform, which includes about 60 students from 28 European countries. The
mission of this group is to promote students' interests as for
the HE quality at all levels. In cooperation with various
quality assurance agencies SEPQA develops strategies for
improving the HE quality and participates in the institutional and national monitoring research across Europe [15].
Very important at this point, in our opinion, was a big
project "QUEST for Quality for Students" launched by
ESU together with the European Commission in 2010
with the aim to increase the level of student involvement
in HE quality assurance process and to define the concept
of "quality education", that would best correspond to a
student-centered model of HE [10]. This project was the
first pan-European research of students attitude to quality
assurance, and its outcomes, according to ESUs experts,
should change the views of politicians and make a significant contribution to the development of the EHEA.
The report on the results obtained during the first phase
of the project entitled "Quest for Quality for students:
going back to basics was published in 2012. In this analytical work a group of authors, including A. Le Havre,
L. Ivanov, K. Shtraman and F. Palomares, highlighted
major political and conceptual advances in HE quality
assurance at national and European level over a decade,
and singled out two main approaches to defining the concept of "quality education": contextual, when quality is
considered in a certain context (curricula, students involvement, teaching and learning, etc.); specific quality
is determined regarding various stakeholders, who have
their own understanding of this concept. In addition, the
researchers identified and characterized the levels of student involvement in quality assurance process.
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Firstly, at institutional level, students can have three principal roles: providing information (by responding to surveys
on a regular basis, focus groups, etc.); participating in the
preparation of self-assessment reports (as members of the
self-evaluation group, writing the report, providing feedback to the report etc.); and as members of the bodies responsible of internal quality assurance processes (either
with or without voting rights). Secondly, at external level
two main roles have been identified: providing information
(in consultation during external reviews), and as members
of external review panels of higher education institutions
and/or programmes, where students can play an observer
role in expert teams, have full-member status while sometimes holding the positions of chair and secretary within the
teams, and a recognized role at the decision-making level
(essentially in audits or accreditation of programmes).
Thirdly, at the level of governance of national quality assurance agencies, students can be involved in three stages:
as planners of the evaluation/accreditation programmes, as
members of the consultative bodies and as members of the
governance bodies. Finally, at European level, ESU has had
a leading role for introducing student involvement in quality assurance, for example when it comes to the involvement of students in evaluation of quality assurance agencies [9, p. 16-17].
Within the framework of QUEST project ESU also
carried out a comparative analysis of students views on
HE quality in eight different European countries [8]. Due
to some problems in distribution of questionnaires, this
research can be considered a pilot project that laid the
foundation for further investigation. However, the findings of the study paint a multi-faceted picture of students
view on quality in HE influenced by the national situations. Besides, the low level of students' awareness about
instruments of quality improvement only confirms that
students are mainly passive observers in this process.
In order to overcome the information gap as for the
quality of education and empower student unions to lead
discussions on this issue at a local level, ESU published
"A Student Handbook on quality assurance (2013). In
this publication the group of experts again carried out a
detailed analysis of the quality education concept, focusing on the different approaches to quality assessment;
defined the core competencies that a student should obtain
to take part in quality reviews; and explained the functions of ESU as a supranational participant of HE quality
assurance process [7]. In our opinion, the greatest value of
this edition is the practical part that might help students
develop competencies and skills necessary for active participation in the process of quality assurance, especially at
external and national level.
Thus, we can state that ESU has a high research potential in the field of HE quality assurance and through the
work of its structural unit SEPQA plays a leading role in
engaging students into this process at European level.
Moreover, the Union due to its positive experience is able
to provide guidance and support to national and local student associations on different aspects of effective integration of students into the HE quality assurance process.
It is obvious, that the quality and accessibility of HE depends largely on funding and that is why ESU is interested
in various problems connected with financing of HE. However, it should be noted, that this issue got into the focus of
19
ESUs analytical studies only in 2010. In previous publications financing was sometimes mentioned in the context of
tuition fees, mobility development and social support for
students. In fact, the position of ESU on HE funding was
clearly stated in BWSE-2012: "... one of the fundamental
principles of the EHEA is to understand the HE as a public
good, and thus social responsibility" [3]. However, not all
member NUSes agreed with such uncompromising views,
because at times of global economic crisis, massification of
HE and reductions in public funding of Universities implementation of the cost sharing policy was rather justified.
This forced the leaders of ESU to reconsider their position
towards HE financing.
In 2011 with the purpose to increase knowledge about
different HE financing systems in Europe and study their
impact on the life and training of students, ESU started a
new project called Financing the Students' Future
(FINST). Within this comparative research the responsible experts gathered data from different sources, discussed the challenges of financing with students and
stakeholders from all over Europe and provided recommendations for improvement of HE.
The climax of this project was the publication Compendium on Financing of Higher Education, which contains a brief description and comparative analysis of the
various European HE financing systems and resonant
articles on pressing issues in this area. Particular attention
in this research is paid to a prognostic analysis of possible
scenarios of European HE funding in the future with a
detailed description of the advantages and disadvantages
for students, universities and society as a whole [6,
p. 126-159]. Interestingly, ESU believes already, that the
perfect model is no longer purely public funding, but the
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combination of public and private investment in HE, reflecting the common European views and trends.
In order to shape a strong student movement in Europe
in terms of constant modernization changes ESU repeatedly conducted studies of student national and institutional organizations. Moreover, based on the results, experts
worked out recommendations on development of effective
student unions and enhancing their impact on the educational policies of the state, regions or Universities. ESU
publications and statements are the tools, which help
NUSes lobby their governments on certain issues and
protect student rights.
Conclusions. So, student involvement is one of key
principles in the Bologna discourse, and the most influential student representative platform at a supranational level is the European Students' Union. The working structure
of this association is based on the primacy of its member
organisations and, therefore proves to be collegial and
democratic. Having analyzed the main documents we
defined the fundamental principles which are followed by
ESU in three major areas: advocating of economic, social,
cultural, political and civil rights of students, the development of ESU as a partner of BP and shaping the EHEA.
Thus, it is evident that during the last decade the Union
has become actively involved into the process of HE
modernization, especially in the areas of quality assurance, financing of HE and development of a strong student movement. It was also proved that ESU has a high
research potential and on the basis of its own positive
experience provides guidance to national and local student associations on various aspects of effective student
integration in decision-making process.
REFERENCES
1. Bartolo, D., Bjerke, C.H., Blattler, A. (2010) Bologna at the
available at: http://www.esu-online.org/news/article/6068/Questfinish line: An Account of the Ten Years of European Higher
for-Quality-for-Students-Survey-on-Students-Perspectives/
Education Reform, Brussels, Revised Online Edition, 136 p. / 9. European Students Union (2013), Quest for quality for students:
URL: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/
going back to basics, ESUs Publications, Brussels, 61 p.
2010_conference/documents/BAFL_online.pdf
10. European Students Union, Projects, QUEST / URL: http://
2. ESUs Bologna Analysis (2009), Bologna With Student Eyes,
www.esu-online.org/projects/current/quest/
Brussels, 174 p.
11. European Students Union, Standing Orders / URL: http://www.
3. ESUs Bologna Analysis (2012) Bologna With Student Eyes,
esu-online.org/asset/News/6163/Standing_Orders_as_of_BM65_
160 p.
Zagreb.pdf
4. European Students Union (2001) Student Gteborg Declaration 12. European Students Union, Statutes / URL: http://www. esu/ URL: http://www.aic.lv/ace/ace_disk/Bologna/maindoc/ STUD
online.org/asset/News/6163/Statutes-ESU-aisbl-as-BM66 bis_GOETEB.pdf.
Florence-EN.pdf
5. European Students Union (2013) Activity Report / URL: http:// 13. Kasoka, A. (2015), ESU Student Experts Pool on Quality
www.esu-online.org/news/article/6165/Activity-Report-2013/
Assurance: a mechanism for involving students in quality as6. European Students Union (2013), Compendium on Financing of
surance in Europe. In M. Klemencic and S. Bergan (eds) StuHigher Education: Final report of the Financing the Students Fudent Engagement in Europe: society, higher education and stuture Project, ESUs Publications,176 p.
dent governance, Brussels, Council of Europe, P. 251-266
7. European Students Union (2013), Quest for quality for students: 14. Klemeni, M. (2007). Students in the Bologna Process. Interstudent handbook on quality assurance, ESUs Publications,
national Higher Education, Number 50, Winter 2007, p. 23-24,
Brussels, 52 p.
/ URL: https://www.bc.edu/content/bc/research/cihe/ihe.html
8. European Students Union (2013), Quest for quality for students: 15. Student Experts Pool on Quality Assurance, ESUs PublicaSurvey on Students Perspectives, ESUs Publications, 116 p.,
tions, 4 p. / URL: http://www.esu-online.org/news/article/6068/
Student-Experts-Pool-on-Quality-Assurance/
20
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1. Sosnovskaya, G., Klimets, I. Use of a dynamic geometric 4. ., . medium of GeoGebra with the solution of problrms with the

parameters, Information Technology in mathematics and
, , 2011,
mathematical education, 2013, P. 281-283.
1, . 18-26.
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Modern problems of science and education, 2013, 1.
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3. Manger, O. Workbook as a form of computer support an
2014, 1, . 18-33.
elective course Problem solving with the parameters, 7. , Information Technology in mathematics and mathematical
III IX,
education, Krasnodarsk, 2013, P. 322-326.
X, IX XII ,
, , 2003, . 224.
REFERENCES
1. Sosnovskaya, G., Klimets, I. Use of a dynamic geometric 4. Koryanov, A., Prokofiev, A. The use of visual graphic
medium of GeoGebra with the solution of problrms with the
interpretation for solving equations and inequalities with
parameters, Information Technology in mathematics and
parameters, Mathematics in School, 2011. 1, P. 18-26.
mathematical education, 2013, P. 281-283.
5. Gornshteyn, P., Polonski, V., Yakir, M. Tasks parameters, AP
2. Bezumova, O., Kotova, S., Shabanova, M. Computer ddecision
Proff. M. Drinov, Sofia, 1996, P. 324.
support of school algebraic problems by means GeoGebra, 6. Penev, P., Heuristics with Excel, Mathematics and Informatics,
Modern problems of science and education, 2013, 1.
2014, 1, . 18-33.
3. Manger, O. Workbook as a form of computer support an 7. Ministry of Education and Science,
Curricula Part III
elective course Problem solving with the parameters,
compulsory and specialized training IX, X, IX and XII class,
Information Technology in mathematics and mathematical
Directorate General of Educational Publications at the Ministry
education, Krasnodarsk, 2013, P. 322-326.
of Education, Sofia, 2003, P. 224.
Application of Information Technology to Solve Parametric Inequalities
V.V. Bizova-Laleva
Abstract: This article offers an algorithm and illustrative examples for solving inequalities from the type f x, a 0 , with a real
parameter , where the symbol replaces one of the characters <, >, , , and f x, a is a whole rational function from the first or
second degree. An approach is selected which applies a graphical method, and it is realized with the technical capabilities of the software
application GeoGebra.
Steps of the analytical solution of the problem are combined with the visualization of the graph of the function y f x, a and the
solution area of the inequality f x, a 0 with the application GeoGebra.
An essential part of the solution of f x, a 0 is to find the critical values of the parameter . These are values of the parameter
which change the number of the intersections of the graph of the function y f x, a and the axis . In this way, the set of acceptable
values of the parameter is divided into intervals. The problem f x, a 0 is solved for each critical parameter value and in each
interval separately by applying a computer experiment. The results of the experiment are saved in a table which facilitates the
systematization of the problem solution.
Keywords:parametric ineqalities, problems with parameters, interactive geometric environment, GeoGebra
24
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/ . . / . , / URL: http://hpslwelder.blogspot.com/2015/03/blog . 4,
post_25.html
2008. . 92-97.
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1. Verbytskyy A. Game forms the context of teaching / A.A. Ver- 5. Melnic. A. Training in the context of professional foreign lanbytskyy. M.: Knowledge, 1983. 234 p.
guage communication students of non-philological universities
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"Sources educational maytersnost" and. Issue 10, 2012.
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gy as a method of integrating knowledge students) / A. Salata //
4. Mikhno C. Dive into the object of knowledge as a condition of
History in schools of Ukraine. 2004. 8. P. 28-35.
formation of cognitive creative independence in heuristic learn- 7. Solovtsov V. Modelling Solovtsov production situational classing students / S. Mikhno. Herald of Vinnitsa Polytechnic Instiroom training skilled workers / V. Solovtsov / URL:
tute "strategy, content and new technologies training specialists
http://hpslwelder.blogspot.com/2015/03/blog-post_25.html
with higher technical education." Number 4, 2008. P. 92-97.
Characteristics of educational and activity-related technologies in the training of future lawyers
A.V. Boreychuk
Abstract. The article analyzes the educational-activity technology training future lawyers that are implemented in the educational process of modern universities in Ukraine. As a result of our own experience we described the technology as: business game, technology
analysis work situations, design of process solutions situational production problems, algorithmic "immersion" in professional activities
(in different versions), modeling professional activity in the classroom, building contextual learning in "given" environment
Keywords: technology training, activity technology, future lawyers, the learning process, a business game
28
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REFERENCES
https://www.dropbox.com/ (in Ukrainian)
3. Learning Management System Moodle / URL:
https://www.moodle.org (in Ukrainian)
Integrate use of cloud services in e-learning course

I.V. Gerasimenko, K.. Zhuravel, .S. Palamarchuk
Abstract. The aims of the research is the presentation of the main approaches to the use of the cloud service in distance learning course.
The objective of the exploring is the analysis of the various cloud technologies for learning process. The object of the research is the
learning process of students using a cloud services. The study is the usage method is the use of cloud services in education. Results can
be used to deliver cloud services in the educational process of most schools
Keywords: e-learning course, the system of distance learning, cloud services, institution of higher education
32
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Application of Information Technologies in Foreign Language Teaching of Future Engineers

T.V. Gerasymchuk
Abstract. Nowadays with the rapid development of information and communication technologies in education the delivery of learning programs has gradually shifted from local desktop to on-line based applications like teachers website that can be accessed from any computer
or mobile device. These programs are especially useful in teaching languages as they allow making the language learning more effective
and allow teachers to perform the evaluation of the learning process and to know the abilities of each student in specific tasks. Technology
integration with standard education curriculum can provide tools for advanced learning among a broad range of topics and give students a
sense of power.
Keywords: informatization of educational process, the informative-educative systems, Internet technologies, telecommunicative and multimedia technologies, the website of the teacher
37
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REFERENCES
1. Interactive Teaching Methods : textbook / under the general 5. Piatakova, H.P. Interactive Learning Technology in Higher
editorship of P. Shevchuka and P. Fenrykh. Shchetsin :
Education : textbook / H.P. Piatakova. Lviv, 2008. 120 p.
WSAP, 2005. 170 p.
6. Serdyuk. T.V. Interactive Technologies of Social Sciences
2. Interactive Teaching Methods in Educational Institutions of HighStudying as a Mean of Activation of Students Educationaler Professional Education : Information-analytical Review /
cognitive Activity in Higher Educational Establishments of III
URL: http://apu-fsin.ru/service/omumr/material_ int_form.html
Levels of Accreditation. Thesis for the academic degree of sci3. Kochan, I.M. The Glossary of the Ukrainian Language Teachence of a candidate in Pedagogics on a speciality 13.00.09
ing Methods / I.M. Kochan, N.M. Zakhliupana. Lviv : Ivan
Theory of Education / T.V. Serdyuk; Kryvyj Rih State PedaFranko LNU Publishing House, 2005. 306 p.
gogical University. Kryvyj Rih, 2010. 20 p.
4. Pometun, O.I. The Current Lesson. Interactive Learning Tech- 7. Sichkaruk O. Interactive Teaching Methods in Higher Educanologies : research textbook / O.I. Pometun, L.V. Pyrozhenko ;
tion : textbook / O. Sichkaruk ., 2006. 86 p.
under the general editorship O.I. Pometun. ., 2004. 192 p.
Interactive Teaching Methods of Students Learning of the Ukrainian Language for Proficiency
O. Hrydzhuk
Abstract. Meaning of interactive teaching methods is defined, and their known classification is described. Some examples of exercises
such as exercise game and role play for the development of communication skills of students are provided. The necessity of using the
interactive technology in teaching students the language for proficiency is justified.
Keywords: interactive teaching methods, classification of interactive teaching methods, exercise game, role play
41
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REFERENCES
1. Guidance for workshops and independent work on discipline
08 Law. Speciality 081 Law. Kyiv., 2015. 18 p.
"History of State and Law of foreign countries " for students of
3. The work program of the course "History of State and Law of
Law 081 Law. Rivne, 2014. 40 p.
foreign countries " for students of Law 081- Law. Rivne:
2. Draft Standard program for professional training of the first
NUWMNRU, 2014. 24 p.
(bachelor) level of higher education. Branch of Knowledge
Level of development of basic competencies of future lawyers in the study of historical and legal disciplines
V.I. Grishko
Abstract. In the article the basic levels of formation of competence of the future lawyers in the process of studying the course "History
of State and Law of Ukraine" th "History of state and law of foreign countries." Through research are three levels of formation of basic
competencies: basic, sufficient and high. While robots noted that law students at the high level of social competence, and competence
eticheskuyu need to pay special attention to the study of the formation of common cultural tseenostey in kontekte historical and legal
developments.
Keywords: lawyer, basic competencies, levels of formation, historical and legal disciplines, educational processes
44
www.seanewdim.com

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. . : , 2008. 263 .
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Working group Improving education of teachers and trai-ners.
cms_Data/docs/pressData/en/ec/ 00100-ri.eno.htm
Progress report. Brussels: European Commission, 2003. 55 p.
3. .. 7. Implementation of Education and Training 2010 work pro: : . .:
gramme. Working group A Improving the education of teach, 1997. . 2731.
ers and trainers. Progress report. Brussels: European Com4. European Council conclusion, March 2000. URL: http://ue.eu/
mission. Directorate General for education and culture, Sepint/ueDocs/cms_Data/docs/pressData/ en/ec/00100-ri.eno.htm
tember, 2004. 74 p.
48
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REFERENCES
1. Desyatov, .. National Scopes of Qualifications in the 5. Common European principles for Teacher Competences and
Countries of EU : Comparative Analysis / Tymofiy Desyatov.
Qualifications. Brussels: European Commission, 2004. 5 p.
yiv : Artek, 2008. 263 p.
6. Implementation of Education & Training 2010 Work program.
2. European Council, March 2000. URL: http://ue.eu/int/ueDocs/
Working group Improving education of teachers and trai-ners.
cms_Data/docs/pressData/en/ec/ 00100-ri.eno.htm
Progress report. Brussels: European Commission, 2003. 55 p.
3. Pukhovska, L.P. Professional Training of Teachers in Western 7. Implementation of Education and Training 2010 work proEurope: Community and Divergence. yiv: Higher school,
gramme. Working group A Improving the education of teach1997. P. 27-31.
ers and trainers. Progress report. Brussels: European Com4. European Council conclusion, March 2000. URL: http://ue.eu/
mission. Directorate General for education and culture, Sepint/ueDocs/cms_Data/docs/pressData/ en/ec/00100-ri.eno.htm
tember, 2004. 74 p.
European Educational Politics is in the Conditions of Cross-Cultural Co-Operation Objects of Educational Space
T.M. Desyatov
Abstract. European educational politics in the conditions of cross-cultural co-operation of objects of educational space is examined in
the article. Conceptual bases of realization of European experience are analysed in relation to modernisation of pedagogical education. A
leading idea of preparation of future teachers to cross-cultural co-operation is base on necessity of taking into account of world processes
of globalization and integration of development of theory and practice of pedagogical education, principles of multiculturality, heterogeneity and polyethnism in combination with the tendencies of revivifying. Only European principles of determination of pedagogical
competences and qualifications are outlined. The professional to competence of the European teacher are analysed. It is grounded that
teachers that work in the countries of EU bring up the students as future citizens of the national states and Europe as a whole.
Keywords: internationalization, transnationalization, marketing, demand, suggestion, multicultural society, cross-cultural globalization, European teacher
49
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The definition of typology of professional tasks of Economics bachelor as important factor of successful formation of his mathematical competences during studying of higher Mathematics
T.V. Dumanska
Abstract. In this article is developed the role, place and content of the typology of economic-mathematical tasks aimed at the formation
of certain mathematical competences of the future economists, contributing to a better development of the professions bases. The analysis of types of professional tasks of an economist, which is solved using mathematical knowledge and contribute to the formation of his
mathematical competences.
Keywords: mathematical competences, higher Mathematics, Economics bachelor, types of professional tasks
53
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tutions in shaping children's health: Dis. on scientific. Dr. med
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in accordance with the challenges of the XXI century. NauThe New Dynamics of Higher Education and Scientific Rekovyy visnyk Mykolayivs'koho derzhavnoho universytetu
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Scientific and regulatory framework of formation of methodological concepts preparation of future teachers of natural sciences
for implementation health preservation technologies in educational institutions
M.N. Dyachenko-Bohun
Abstract. This article addresses the legal, scientific and literary support for the process of formation of concept of methodical preparation of future teachers of natural sciences to the implementation of health preservation technologies in educational institutions. Analyzed
the documents of international conferences, design Ukrainian scientists, researchers countries of the CIS which outlines the current requirements for professional competence of future teachers that will ensure a healthy lifestyle and the primary prevention of most diseases
and health disorders schoolchildren.
Keywords: health, health preservation technology, the concept of methodical preparation of future teachers of natural sciences to
the implementation of health preservation technologies in educational institutions
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vydov. M. : YNTOR, 1996. 544 p.
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Kamenets-Podilsky: Ivan Ogienko National University at
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Methodological approaches to divergent physical problems usage in physics future teachers professional training
L.O. Kulyk, A.V. Tkachenko
bstract. The article analyzes the features of future teachers on physics training organization and problematic issues that arise while
using divergent sums on physics in the educational process are considered. Physical sums functions are outlined and defined their place
in the educational process of higher educational institution Methodical divergent approaches to the use of physical problems in the educational process on physics are offered, namely in the physical laboratory workshop and in students independent work.
Keywords: future teachers on physics training, sum on physics, divergent sum on physics, convergent thinking, divergent thinking
61
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Methodological research in the field of art education

A.. Linovitskaya
Abstract. On the basis of theoretical analysis of scientific literature the author proves the application of methodological approaches according to the specifics of professional art education. It is proved that the professionalism of the artist is possible through the use of creative
action and semiotic approaches to the organization of the learning process. Clarified the content characteristics of creative action and semiotic approaches. The essence of the concepts "activity", "creative activity", "semiotics".
Keywords: art education, artist, methodology, creatively-active approach and semiotic approach
64
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4. Mayboroda, A.O. Acmeological competence of Operational Re2008. 150 p.
scue Service of Civil Protection / A.O. Mayboroda // Bulletin
Future Fire Safety Specialists Acmeological Competence: Theoretical-and-Practical Aspect
A.O. Mayboroda
Abstract. The authors position on the need of formation in future fire safety professionals in the process of learning at higher educational establishments of such a kind of professional competence as acmeological one is highlighted in the paper. It is indicated that it reflects
formation of acmeological motives, values, knowledge, skills, important personal-and-professional qualities. Available results of formation of basic indicators of this competence in cadets are presented. Difficulties and algorithm of formation of cadets acmeological
competence are detected.
Keywords: professional competence, acmeology, acmeological competence, future fire safety specialist, higher educational establishment
67
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Future Social Workers Technological Training: Theory and Practice of Implementation
G.Ya. Mayboroda
Abstract. Future social workers technological training is characterized as a set of theoretical and practical components, their contents
are defined, the levels of formation of theoretical knowledge are highlighted; algorithm of technological skills formation is covered. The
author identifies the principles of future social workers technological training: humanism, integrity and context, professionalism, problem, dialogism, prioritizing of self-learning, self-development and self-education, creativity, and optimal operating technology and describes their contents.
Keywords: theoretical approaches, technological training, principles, methods, forms, means of technological training, future social
worker
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1. Alekseeva, L.M. The broadcast of symbolic meaning as translaKharkiv (Series: Philology, methods of teaching foreign lantors competence in artistic translation // Bulletin of the Univerguages). 2009. Vol. 867, 60. P. 154-162.
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3. Tarasenko, R.O. Theoretical substantiation of model of infor2. Morska, L.I. Model of translation competence of professional in
mation competence of future translators of the agricultural secthe field of legal relations // Bulletin of the University of
tor // Bulletin of Alfred Nobel University (Series "Pedagogy
and Psychology"). 2014. 2 (8). P. 81-86.
Peculiarities of modeling of a written translation competence of philologists of the agricultural sector
A.M. Monashnenko
Abstract. The article deals with the theoretical basis of modeling of a written translation competence of future philologists of the agricultural sector. There had been proved the necessity of selection of texts for translation on the following criteria: professional orientation,
linguistic and functional features, methodological support. There were distinguished communicative, cognitive, action-reflective components in the structure of translation competence. We defined analysis of the original text, creation of text translation and its editing among
the determining stages of learning a written bilateral translation of the agricultural sector.
Keywords: translation competence, pedagogical model, modeling method, methodological approaches, two-way translation
75
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22(209). P. 38-44.
Professional speech competence as scientific notion

N.D. Skybun
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of tourism industry. Summarizing submitted in the academic literature definitions of the key notions of scientific article, in particular
competence, professional competence, it was concluded that professional speech competence of future experts of tourism industry is
an integral capability of a student and his / her readiness to perceive regularities of functioning of the language means in speech for perception, comprehension, and creation of an utterance during professional activity.
Keywords: competence, competency, professional competence, speech competence, professional speech competence of tourism industry expert
79
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Yu.P. Shapran, I.V. Fursa
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diagnostic research tasks that contribute to the formation of professional competence of students-biologists of pedagogical university.
Keywords: the integration of learning, professional training, professional competence, future teacher of biology
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Academy of trinitarianism / URL: http://www.trinitas.ru/rus/
Totallogy. Postnonclassical study, 1995. P. 311-340.
doc/0016/001c/00161805.htm
5. Mamardashvili, M. Necessity yourself, 1996. 432 pp.
2. Dalinger, V. Cognitive-visual approach and features in the 6. Miller, D. Holistic Education // First of September. Newspaper
teaching of mathematics // Electronic scientific journal "Bullefor teachers. The first book. Education Policy / URL: http://ps.1
tin of Omsk State Pedagogical University", 2006. Electronic reseptember.ru/article.php?ID=200205007
source: http://www.omsk.edu/article/vestnik-omgpu-151.pdf
7. Starikov, P. Modern technologies of the creative process, 2005.
3. Ivanova, S. Teacher XXI century: the noo-psychological ap88 p.
proach to the analysis of professional and personal readiness
for pedagogical activity, 2002. 228 p.
Holism the leading trend of education
N. Shulga
Abstract. The article analyzes the holistic approach to the educational process. The main characteristics of this approach, based on the
triad of system components Techno, Psycho and Eco. Component Techno reveals features of the application in learning technologies that
are based on the synthesis of the cerebral hemispheres. Techno component characterizing features of a technology built on a combination
of different types of perception and aimed at the formation of an integrated system of knowledge. Eco Concept underlines the need for
development in teaching students not only intelligence but also physical, emotional and spiritual components of its identity.
Keywords: Holistic education, synergy, the integrity of education, technology education, learning, environmental education
87
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PSYCHOLOGY
The illusion of knowing from the indexes of confidence,

calibration and resolution perspective
M.M. Avgustiuk
The National University of Ostroh Academy, Ostroh, Ukraine
E-mail: maria.avgustiuk@mail.ru
Abstract. The paper contains summarized results of an analysis of the theoretical, experimental and applied research peculiarities of
metacognitive monitoring as an aspect of metacognition and the illusion of knowing as a problem of effective metacognitive monitoring. Special attention is paid to the synthesis of the basic notions of the accuracy of metacognitive monitoring. The analysis made it
possible to determine the impact of situational factors and individual indicators on the illusion of knowing. Special attention was paid
to such indicators as an index of resolution that together with indexes of confidence and calibration characterize the illusion of knowing. The practical value of this study is associated with the ability to use its results in the educational process in order to overcome
the negative impact of the illusion of knowing on the effectiveness of metacognitive monitoring.
Keywords: calibration, illusion of knowing, index of resolution, metacognitive monitoring, subjective confidence
Introduction. Metacognitive monitoring usually takes

place when people evaluate their own cognitive processes
in the sphere of learning activities according to their goals.
People monitor their own cognitive processes, recognize
the occurrence of any problems and concepts, and thus
keep a balance between these processes and the learning
methods inclined. Subjective confidence being closely related to the accuracy of judgments plays very important
role in the objectivity of metacognitive judgments of comprehension and performance. Scientific references analysis
showed that the problem of development of the illusion of
knowing in metacognitive monitoring of the educational
activity is not studied enough. Moreover, there is a strong
need of creating new ways of its research, as well as to
provide its systematization and theoretical generalization.
The difficulty is created by the fact that many factors having strong influence on the development of the phenomenon are not studied by native scientists. To make a clear
understanding of the problem there is a strong need to do
detailed analyses of cognitive and individual features of the
comprehension subjects, especially those correlating with
the effectiveness of metacognitive monitoring.
Metacognitive monitoring processes are crucial indicators of human learning. Metacognitive monitoring consists
of different so-called assessments of knowledge that allow subjects of the educational process to be included in
the self-regulatory processes important both for receiving
knowledge and monitoring this knowledge when its assessment is needed [7, p. 141]. They are so-called metacognitive judgments made by a subject of cognition while
doing certain tasks. Confidence judgments, ease of learning
judgments, judgments of learning, and feeling of knowing
judgments are usually referred to them.
Analysis of recent researches and publications. The
peculiarities of metacognition as the basis of metacognitive
monitoring, and the main concepts of metacognitive monitoring as the regulatory aspect of metacognition, its main
features and influential sphere are investigated by such
researchers as J.H. Flavell, A.L. Brown, G. Schraw, S. Tobias, H.T. Everson, T.O. Nelson, L. Narens, J. Dunlosky,
R.S. Dennison, D. Moshman, A. Koriat, A.P. Shimamura,
J. Metcalfe, R.A. Bjork, R. Kluwe, A.V. Karpov, E.Y. Savin, T.I. Dotsevych, S.D. Maksymenko, I.D. Pasichnyk,
R.V. Kalamazh, M.M. Kashapov, A.Y. Fomin,T.B. Khomulenko, I.M. Skitiaeva, A.K. Samoilichenko, and others.
The main notions of the illusion of knowing as the meta-
cognitive monitoring error were found by A.M. Glenberg,

A.C. Wilkinson, W. Epstein, D.K. Eakin, L. Myers, et al.
Moreover, D.K. Eakin, A. Koriat, J. Metcalfe, A.M. Glenberg, A.C. Wilkinson, W. Epstein, T.O. Nelson, L. Narens,
L.M. Reder, F.E. Ritter, E.Y. Savin, A.Y. Fomin, T.I. Dotsevych, A.V. Karpov, and many others studied the functions of the illusion of knowing in metacognitive monitoring as well as its influence on the effectiveness of educational activity.
The research aim is to do theoretical justification and experimental verification of the features of the illusion of
knowing in metacognitive monitoring of the educational activity of university students, and also to investigate the peculiarities and main features of the development of the illusion of knowing in metacognitive monitoring from the perspective of confidence, calibration and resolution indexes.
Methodology of research. Obviously, the origin of the
illusion of knowing is a significant problem in the educational process. It is logical to assume that any information
received inadequate assessment leads to poor understanding. Due to the negative impact of the emergence of the
illusion of knowing on the performance of storing information it is necessary to do versatile study of this phenomenon with a view of minimization of its impact on the process of working with information. Particularly important is
the study of the causes of the illusion of knowing. In particular, this aspect of the research will help more deeply
understand the essence of this phenomenon. Also, knowledge of the factors of the illusion of knowing makes it
possible to adjust and to influence the course of events.
In order to analyse and provide an interpretation of experimental investigation of factors of the illusion of knowing
in the learning process of students a pilot study of factors of
the illusion of knowing the results of which are shown below was conducted. All the data were processed by a computer program IBM SPSS Statistics 20. To analyze the statistical data we used gamma correlation coefficient G, single-factor analysis of variance and LSD-analysis.
Laboratory experiment consisted of four stages: Information remembering, Assesment of information,
distractor, and Recollection of information. The participants were 50 students of the National University of Ostroh Academy (14 males and 36 females, mean age 18,06;
SD = 2,07). They read different texts and statements,
learned word pairs, rated their confidence about the level
of understanding, and answered the questions about their
88
understanding of the given information. The tasks needed
to be solved were divided into nine groups representing
each factor of the illusion of knowing. Those were openanswer questions, questions with answers yes / no /
do not know, and multiple-choice questions for texts,
statements and word pairs each.
Results of research and their discussion. The first aim
of the research was to check the ratings dependence between JOLs and the investigated factors such as the type of
task, type of information, its style and the text level. After
analyzing the performance ratings of judgments of learning
(JOLs) influenced by the type of test with the help of a single factor variance statistically significant differences were
not found in the mean values of ratings of JOLs about the
type of test [F (2,56) = 2,602; p = 0,74]. Our results coincide with the data of M.K. de. Carvaho Filho [1] because
the differences between the performance of JOLs objectivity and accuracy are more significant when dealing with
issues of open-answer questions.
However, in contrast to the results obtained by S. Dutke,
J. Barenberg and C. Leopold [3] who claim that knowledge
of the type of test in advance contributes to its greater objectivity, we found an inverse trend that students inaccurately assessed their knowledge, and there was observed a
trend toward overassesment of their knowledge. Single
factor analysis of variance showed that there are statistically significant differences in the distribution of average values of ratings opinions about confidence (JOLs) depending
on the type of information [F (2,56) = 17,78; p = 0,000]. It
means that the subjective belief of knowledge affects the
way in which information is presented in the form of a text,
statements or sentences. There are no statistically significant differences between the effects on subjective selfstatements and text. D.J. Hacker, L. Ball and K. Bahbani
[4] explain these results in a way that the high confidence
in individuals own knowledge affects the knowledge of
the context information being stored in memory.
As noted by B.D. Pulford [6] people tend to underestimate their knowledge. Conversely, it was found out in our
experiment that when remembering the statements studens
subjectively designate information as easy and prove themselves excessively confident in their degree of assimilation.
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T.O. Nelson and L. Narens [5] suggest that using gamma

correlation coefficient of Goodman-Kruskal (G) aims to
establish the relationship between subjective assessments
of probability and objective indicators of recollection. The
specificity of the use of the indicator G is that it allows
you to compare entire set of subjective assessments with
multiple objective parameters of assessment and display
indicator for each respondent separately.
Thus, we determined the following indicators that characterize the illusion of knowing as the indexes of confidence, calibration and resolution. Index of confidence is
an estimation parameter of metacognitive judgments that
states the nature of subjective evaluation with objective
indicators of performance such as the effect of extreme
overconfidence or underconfidence [2]. Index of calibration estimates metacognitive judgments stating the conformity assessment of subjective probability distribution
on the proportion of correct answers in a particular category. The idea is that when the average confidence is
70%, the perfectly calibrated and considered response is
also 70%. These calculations can be drawn by determining the index of calibration (C), as well as a graphical
simulation of a calibration curve [4]. The index of resolution (or resolution index) estimates metacognitive judgments that state the variability of subjective ratings of
probability distribution of proper feedback of all the categories. In order to determine how well individuals can
discriminate their subjective assessments of right and
wrong answers, regardless of the absolute level of confidence, such an assessment index is being often used (R).
This criterion allows evaluating the uniformity of distribution of ratings of metacognitive judgments in relation to
certain categories of probability. In other words, it determines whether a respondent gave similar responses and
how sensitively and differently he or she can describe
subjective evaluation of different sense equivalents.
The indicators influencing the illusion of knowing
were calculated using single factor analysis of variance
and LSD-analysis. The usage of a single factor analysis of
variance statistically proved the dependence of the objectivity of metacognitive judgments on such characteristics
as the type of information [F (2,56) = -0,19; p = 0,000].
Table 1. Mean values of the confidence index

The illusion of knowing factor
M (mean value)
Open-answer question (for texts)
-,034
Open-answer question (for statements)
-,017
Open-answer question (for word pairs)
,059
Questions with answers yes / no / do not know (for texts)
-,14
Questions with answers yes / no / do not know (for statements)
0,003
Questions with answers yes / no / do not know (for word pairs)
,006
Multiple-choice questions (for texts)
,036
Multiple-choice questions (for statements)
-,162
Multiple-choice questions (for word pairs)
0,063
With the help of LSD-analysis there were found statistically significant differences between mean values of indicators on confidence index factor open-answer question
for texts (M = 0,07; SD = 0,17) and factor multiplechoice questions for statements (M = 0,27; SD = 0,74)
effect on the occurrence of overconfidence or uncertainty
[p = 0.002]. We also found statistically significant differences between mean values of indicators on confidence
index factor open-answer question for word pairs (M =
0,14; SD = 0,13) and factor multiple-choice questions
for statements (M = 0 27; SD = 0,74) effect on the occurrence of overconfidence or uncertainty [p = 0.006]. Statis-
SD (standard deviation)
0,66
0,6
0,6
0,62
0,67
0,66
0,66
0,63
0,7
tically significant differences between mean values of

indicators on confidence index factor multiple-choice
questions for statements (M = 0,27; SD = 0,74) and
questions with answers yes / no / do not know for
texts factor (M = 0,1; SD = 0,14) effect [p = 0.002] occured. And what is more, there were seen statistically
significant differences between mean values of indicators
on confidence index factor multiple-choice questions for
statements (M = 0,27; SD = 0,74) and a factor questions
with answers yes / no / do not know for texts (M =
0,13; SD = 0,16) effect on the occurrence of overconfidence and uncertainty [p = 0.006].
89
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Table 2. Mean values of the calibration index

M (mean value)
0,07
0,15
0,13
0,09
0,14
0,12
0,12
0,26
0,14
0,16
0,15
0,13
0,13
0,13
0,16
0,11
0,74
0,16
Table 3. Mean values of the resolution index

M (mean value)
0,08
0,04
0,02
0,05
0,03
0,03
0,04
0,03
0,03
0,29
0,05
0,04
0,06
0,03
0,03
0,04
0,02
0,03
With the help of a single factor analysys it was found out

that the index of calibration strongly depends on such
factors as type of text and information needed to understand and remember [F (2,56) = 108,6; p = 0.000].
As noted above, we used the index of resolution in order to establish how well individuals can distribute their
subjective assessments of right or wrong answers, that is,
how well thay are able to recognize the correctness or
incorrectness of their own answers.
So, we revealed the following statistically significant
differences of average values of the index factor resolution
and factor open-answer question for texts (M = 0,08; SD
= 0,297) and factor open-answer question for texts statements (M = 0,42; SD = 0,0,57) at the significance level of
p = 0.21; of average values of the index factor resolution on
open-answer question for texts (M = 0,08; SD = 0,297)
and factor questions with answers yes / no / do not
know for word pairs (M = 0,033; SD = 0,035) at the significance level of p = 0.034; of differences between mean
values of the index factor resolution on open-answer question for texts (M = 0,08; SD = 0,297) and factor multiplechoice questions for statements (M = 0,03; SD = 0 29) at
the significance level of p = 0.025; and also between the
average index values factor resolution on open-answer
question for texts (M = 0,08; SD = 0,297) and factor
multiple-choice questions for word pairs (M = 0,32; SD
= 0.31) at the significance level of p = 0.031.
Conclusions. As it can be seen, the ability of students to
estimate the probability of correct reproduction depends on
several factors. In particular, we can name the following
factors that influence the value of the indexes: open-answer

questions, questions with answers yes / no / do not
know, and multiple-choice questions for texts, statements
and word pairs each. Using the index of resolution, for example, we have established a relationship between the students ability to discriminate their subjective assessments
of right and wrong answers regardless of the level of confidence. A clear tendency to reduce one common response
when working with texts was traced. That is, in this case,
students have the most accurate and sensitive judgments
with respect to the assessment of their knowledge regardless of its correctness or incorrectness.
Thus, in the course of the experiment, we found that
the occurrence of the illusion of knowing is most influenced by factors such as the type of test (e.g., excessive
confidence in their knowledge leads to work on issues
involving the questions with answers yes / no / do
not know); type of information (for example, a number
of students assess their knowledge when working with
texts, and the illusion of knowing occurs while memorizing statements and texts); the amount of information (the
illusion of knowing occurs when reading short texts); text
style (students are the most confident in their knowledge
in the case of reading texts of belles-lettres style).
Obviously, the impact of these factors in the learning
activities should be minimized. Therefore, it is appropriate to develop some practical recommendations not only
for students and teachers but also for other people who
work with information in order to avoid the appearance of
the illusion of knowing in the educational activities.
REFERENCES
1. Carvalho Filho, M.K. de. Confidence judgments in real classeffects of incentives, reflection, and explanatory style / D.J. Hacroom settings: Monitoring performance in different types of
ker, L. Bol, K. Bahbahani // Metacognition and Learning, 2008.
tests / M.K. de Carvalho Filho // International Journal of PsyVol. 3. P. 101-121.
chology, 2009. Vol. 44, No. 2. P. 93-108.
5. Nelson, T.O. Metamemory: A theoretical framework and new
2. Dunlosky, J. Overconfidence produces underachievement: Inacfindings / T.O. Nelson, L. Narens // The Psychology of Learncurate self evaluations undermine students learning and retening and Motivation, 1990. Vol. 26. P. 125-173.
tion / J. Dunlosky, K.A. Rawson // Learning and Instruction, 6. Pulford, B.D. Overconfidence in human judgment / B.D. Pul2012. Vol. 22. P. 271-280.
ford // PhD Thesis. Department of Psychology, University of
3. Dutke, S. Learning from text: Knowing the test format enhanced
Leicester, 1996. 129 p.
metacognitive monitoring / S. Dutke, J. Barenberg, C. Leopold 7. Valdez, A. Student Metacognitive Monitoring: Predicting Test
// Metacognition and Learning, 2010. Vol. 5. P. 195-206.
Achievement from Judgment Accuracy / A. Valdez // Internatio4. Hacker, D.J. Explaining calibration in classroom contexts: The
nal Journal of Higher Education, 2013. Vol. 2, No. 2. P. 141-146.
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The Concept of National Identity and its Preservation in the Literary Works
of Ukrainian Writers of Australian Diaspora
G.B. Gandzilevska, T.M. Shyriaieva
National University of Ostroh Academy, Ostroh, Rivne region, Ukraine
Abstract. The article includes the result of the analysis of the literary works of Ukrainian Diaspora Immigrant, Lesia Bohuslavets.
The author of the article focuses her attention on the concept of national identity and the ways of its preservation in those people who
left their Motherland, regardless of the reasons of such immigration. Thus the complexity of the notion is investigated by means of
statistical analysis, such as content analysis.
Keywords: Diaspora Immigrants, national identity, the ways to preserve national identity, content analysis
Introduction. In the light of transformation to European

Union that Ukraine faces nowadays, the problem of national identity preservation appears to be of a great importance.
It is worth mentioning that amid factors which influence
national identity preservation in Ukrainian immigrants,
researchers enlist family, church, education, social organizations, country of ones current living and the country of
ones origin [8]. Sometimes, the list includes additional
option that is cultural and artistic activity [2].
In our previous research devoted to the issue of artistic
activity of the immigrants of the third wave, we followed
the idea of A. Atamanenko [1], according to who, its representatives have peculiar national identity, and we came
up with a conclusion that Ukrainian Diaspora in Australia
was formed after World War II when compared to the one
of Canada or the USA [7]. Moreover, despite all difficulties that Ukrainians came across in the first years of their
staying in Australia, their cultural and artistic activity was
being actively developed that positively influenced the
preservation of national identity in Australian Ukrainians
[6]. While observing the influence of artistic activity of
Ukrainian Diaspora in the context of its national identity
preservation, the literary works of Ukrainian writers seem
to be decisive. According to V. Maruniak, it is literary
activity that can be viewed as the main area of artistic
reflection of immigration activity [10, p.183].
Analysis of the Latest Researches of the Issue. The
analysis of the role of literary works of Ukrainian immigrants is impossible without clear understanding of the
period of immigration. Thus the first years of Australian
immigration were remarkable because of the almanac
New Horizon, which was edited by an activist Dmytro
Nytchenko (Chub) Lastivka (Melbourne). Not only the
works of outstanding Ukrainian writers who lived at the
time in Australia could be found in it, but the information
concerning various aspects of life of Ukrainians in Australia, especially the one about artistic units that popularized
Ukrainian culture abroad, was widely described [4]. To
analyse the tendency with which Ukrainian writers participated in active artistic life, we focused our attention on
Issue 2 of the above mentioned almanac New Horizon,
the editorial board of which was comprised of the widely
known names of G. Chornobytska, P. Vakulenko, and
D. Chub. The publishing of an issue was devoted to the
10th anniversary of Ukrainian immigrants living on the
territory of Australia. The number of writers whose works
were published in this issue doubled as compared to the
one of the previous issue, which is an undeniable proof of
active participation of immigrants in Ukrainian culture preservation. In the list of writers there were M. Deiko, O. Katran, L. Gaievska-Denes, Z. Kogut, P. Dubova, S. Radion,
T. Voloshka etc. These writers spent 10 previous years on
publishing their works in separate books. However, more

frequently they popularized their works with a help of
newspapers, such as Iednist, Ukrainets v Avstralii etc.
Though, it should be mentioned that it was in 1951 that
Ukrainian magazine Nash Visnyk edited by D. Chub saw
the world [4, p.231].
Measuring the importance of works of Ukrainian Diaspora writers, Iu. Denysenko paid attention to the criterion of
location, which was introduced by M. Soroka and related to
the place where the development of writers artistic activity
took place, and underlined the literary heritage of Dmytro
Nytchenkos daughter L. Bohuslavets. In 1943 together
with her family she immigrated to Germany. Later, in 1949
she moved to Australia. According to Iu. Denysenko, the
representatives of the first wave of immigration were the
real Diaspora members as their literary development took
place not outside the territory of their Motherland [5].
L. Bohuslavets is the member of the National Writers
Union of Ukraine, the member of V. Symonenko literary
and artistic club and the literature laureate of Triumph. In
the light of national identity preservation she emphasizes
the role of such social institutions as choirs, dance and
theatre clubs, and groups of bandurists, Plast, SUM, sports
organizations etc, about which she mentions in her private
correspondence dated on December 3, 2013 and February 4,
2014. Having analysed the works of L. Bohuslavets, Iu. Denysenko relates to the concept of national feminism. According to the researcher, the problems of a woman are closely connected to those of the Ukrainian nation [5]. I. Kominiarska cited O. Veretiuk while saying that the identity
of a writer as an organic unity occurs only when the national identity of a writer as an individual and the national identity of their literary work are of the same nature [9, p.51].
. Tereshchenko understands national identity as the
feeling of resemblance to the nation, its history, past and
present, responsibility for Motherland and certainty about
concrete deeds realization [12]. She has defined two blocks
in the structure of the national identity: cognitive and affective and she understands national identity as a feeling of
unity with the nation, its history, present and past, sharing
the responsibility for Motherland and certainty about the
necessity of active social participation. So far, cognitive
block is comprised of such factors as ones awareness
about national group existence, his/her own belonging to
the group, knowledge about the national territory, emblems, symbols, institutions, traditions, history, outstanding
figures, common origin and relation of an individual to the
national group. Affective block is made of subjective actuality of national identity and the degree of affection to national identity: the ability to reject it or the membership in
it, the feeling of belonging to national group, the level of
affection and feelings concerning national territory, social
91
feelings such as being proud of your nation, ashamed,
guilty or nationally self-respectful [11].
The Formulation of the Goals and Objectives of the
Article. In the context of current history of Ukraine the fact
of national identification preservation appears of a great
interest for the researchers. Thus in this paper the main
attention is paid to the factors of national identity that can
be examined in the works of writers who immigrated from
the territory of Ukraine while continuing writing about it.
Materials and Methodology of Research. In our previous research of the national identity of Australian
Ukrainians in the work of L. Bohuslavets Moia Avstraliiska kuma (1990) [3] we used the method of content
analysis to define the categories of national identity (national identifiers). The classification of identifiers was introduced by O. Udod who defined five factors of national
identity, namely collective identification, common history, social life, geographical belonging and national character [13, p.34]. Having assessed the lexical material of
the above mentioned text, we counted average validity or
partial lexical distribution.
The statistics of content analysis showed that the process
of national identity preservation in Australian Ukrainians
occurs mainly due to their active participation in social
meetings of various types (average variable 0.91%). Below,
identifiers were placed according to their average variable
figures from the highest to the lowest: national character,
which is a set of traditions and cultural believes that are
kept by Ukrainians (0.67%), collective identification
(0.58%), common history (0.46%) and geographical belonging (0.39%). The general number of lexical units in the
text amounts to 20,813 [7].
However, it appears reasonable to examine one more
text of the same writer to measure national identity identifiers. Our attention was focused on the one of the latest texts
of L. Bohuslavets My thirteenth journey to Ukraine
(2014) in which she colourfully described her impressions
and thoughts about Ukraine, the country she was born in.
As far as two texts under analysis were written at different
time periods, it can be assumed that statistical importance
of categories of national identity preservation can be different. Content analysis of this text showed that preservation
of national identity in Australian Ukrainians is possible due
to their active participation in social events (average variable 0.87%). The following figures were: common history
(0.71%), national character (0,62%), geographical belonging (0.59%) and collective identification (0.32%). The general number of vocabulary units is 16,795.
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As it becomes obvious, in both texts social life identifier

is predominant. Active social life is a category that is
comprised of cultural and educational meetings, professional and religious associations, activity in political
groups. National character is a component represented by
the system of individuals attitudes to the surrounding,
which he/she demonstrates in various types of behaviour.
However, in the first text mainly cultural public meetings
were mentioned, while in the second the mentioning
about religious institutions, such as churches, temples,
monasteries etc. prevail.
Common history is the factor that got lower variable
but is still higher than the rest. We see this as a memory
that unites and is kept as a system of individual attitudes
to the surrounding world which is reflected in typical patterns of behaviour or mental stereotypes known as a national character. Moreover, geographical belonging goes
next and partially summarises above mentioned factors.
The preservation of religious and moral principles that
Ukrainian is famous for appears to be more vivid than
geographical but higher than historic belonging to ones
own nation. It is widely known that Ukrainian nation is
religious and family-oriented that explains the fact that
language, religion and culture are embraced into the concept of their national identity.
Results. To conclude, it should be mentioned that all
the findings got in the research suggest that national identity is not a simple concept but a complex unity of integral
elements, all of which influence the possibility of an individual to be and feel as the part of community that lives
on a certain territory, keeps the rules and traditions that
regulate their perception of the world, and identifies itself
as with the majority of representatives of the same nation.
Moreover, the research has proved that social life is an
essential factor that helps to transmit information between
generations and to unite with those individuals who share
similar system of attitudes and beliefs. It became clear
from the works of L. Bohuslavets that ones belonging to
a particular nation is not so much linked to the territory
that the nation lives on but relates to the peculiarities of
national culture, customs and traditions.
Such assumptions stress the importance of national identity preservation as a means to make Ukrainian nation survive, its cultural and moral values flourish, and religious
devotion strengthen. Moreover, the indicators of national
identity that are got from the works of Ukrainian immigrants to Australia are introduced and can be further measured in the literary works of other Ukrainian immigrants.
REFERENCES
1. Atamanenko, A. (2010). Ukrainian historic society (1965-1991).
Kyiv.
2. Bilas, O. (2010). Forms of cultural life of Ukrainians in Germany
and Austria (1939-1955). Lviv.
3. Bohuslavets, L. (1991). My Australian kuma. Dnipropetrovsk.
4. Chub, D. (ed). Literarute, art, cultural life. Almanah Novyi obriy, 2,
239.
5. Denysenko, Iu. (2012). Culturological concepts of activists of
Ukrainian Diaspora of the II half of XX century. Bulletin of the
Kharkiv State Academy of Arts and Design, 9, 64-70. Retrieved
June 10, 2014 / URL: http://nbuv.gov.ua/j-pdf/had_ 2012_9_14.pdf
6. Gandzilevska, G. (2013). The preservation of national identity of
Ukrainian artistic Diaspora in Australia. Scientific Notes: Psychology and Pedagogy, 25, 21-25.
7. Gandzilevska, G., Shyriaieva, T. (2014). The peculiarities of nationnal identity of Australian Ukrainians in the works of L. Bohuslavets. Problems of Psychology in the 21st Century, 8(1), 16-25.
8. Kliuchkovska, I. (2007). Factors of national identity preservation of

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Zhytomyr: Ruta.
10. Maryniak, V. (1985). Ukrainian immigration to Germany and
Austria after World War II (1945-1951). Munich: Academic Publishing of Petro Belei.
11. Tereshchenko, K. (2009). Formation of united national identity as
a condition of the development of modern society. Aktualni problem psyhologii, 23, 188-194.
12. Tereshchenko, K. (2009). Social and psychological factors of the
development of national identity of youth] Visnyk Chernihivskogo
derzhavnoho pedahohochnoho universytetu imeni T. Shevchenka,
7, 148-150.
13. Udod, O. (2010). About role and meaning of school history in the
process of national identity development. Istoriia Ukrainy, 37, 3-6.
92
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The time perspective as a factor of increasing the efficiency

of marketing communications
I.V. Klymenko
The Faculty of Psycology, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
E-mail: ivklimenko@ukr.net
Abstract: article provides an overview of approaches to defining the role of time in the structure of consumer behavior and
capabilities of efficient use of time in various aspects of marketing communications. The results of research of influence of time
perspective at the individual perception of marketing, including advertising messages are presented.
Keywords: The time perspective, psychological time, marketing communications, advertising, consumer behavior
The time perspective as a system of the individual notuons about the past, present and expected future is
closely linked with system of values, personal meaning
and a direct impact on different areas of human life,
including the sphere of material consumption. The
accumulation and understanding of past experience,
subjective perception of the present, vision of the future
and its plan are an integral components of any type of
human behavior. And consumer behavior is no exception.
Time perspective is a significant determinant of each
stage of the consumer cycle: whether it awareness of the
need, information retrieval or evaluation of alternatives,
purchase, own consumption or disposal of consumed.
The problem of psychology time and time perspective is
revealed in a large number of studies: R.A. Block, S. Grondin, T.J. Cottle, K. Lewin, J. Nuttin, L. Frank, P.G. Zimbardo, J.N. Boyd. Relevant research carried out by ukrainian scientists: Ye.I. Golovakha, O.O. Kronik, B.I. Tsukanov, Z.O. Kireeva, O.V. Polunin etc. Time in psychology
studied in the context of motivation, event-biographical,
typological approaches and probabilistic forecasting.
However, studies of the relationship of temporal perspectives and time constructs with consumer behavior are
relatively few. These issues have examined in particular
M. Venkatesan and Beverlee B. Anderson, Robert J. Graham, Philip B.Schary, Susan H. Jung, Robert B. Settle, Pamela L. Alreck and John W. Glashee.
Researchers include time to a so-called situational
factors influence to consumer behavior (as opposed to
economic, national, cultural and social determinants that
have a sustainable nature for definite cultural environment
and internal determinants that for a long period of time
provide sustainable individual consumption style). As a
situational factor, time manifests itself in conditions of
change in the usual consumers schedule: spontaneous or
temporary liberation/ lack of time for shopping and consumption. Therefore, time is a component of consumption
perceived poorly managed by the marketers, which eliminates its value.
However terms of economic psychology time - is primarily a resource that optimally implements different
activities, including consumer transactions. Efficient distribution of time is consequently fundamental aspect of
research. Under this approach, time with the money appears part of consumer spending and can become the subject of direct marketing efforts.
The authors of one of the most famous books about
consumer behavior Roger D. Blackwell, Paul W. Miniard
and James F. Engel [1; 234-238] point out three main
vectors of time that are meaningful for marketing efforts.

Time which is outlaid on decision making until the moment of purchase and includes the operations of collection
and processing information about a product, view advertising, previous visits to shop and compare offers. The
desire to save time in the situation of choice increases the
role of marketing efforts directed, for example, on the
formation of brand loyalty.
The time spent on the purchase (stay in the store, payment, queues, time spent on the road). Some marketing
strategies focused on saving time that a consumer spends
for buying (online sales, delivery services, easy payment
options, development of local distribution networks, the
system of pre-orders, etc.); some strategies aimed at prolongation of this process in order to encourage consumers
to make more spontaneous and unplanned purchases.
Time, which is outlaid after the purchase (familiarization with instructions for use, testing period and exploration of new products, consumption and recycling or utilization process). Marketing efforts in the context of after
buying behavior is often aimed at forming notions about
simplicity and friendliness of the product, reducing the
risks associated with the process of exploration and building of convenient utilization services.
There are many products in which time savings appears as an additional or even primary a paid benefit (fast
food, strong household equipment, quickly dry paints and
varnishes, so on).
From the perspective of marketing communications is
also important to study the best time for submission of
marketing messages. So the authors of the book "Consumer
behavior: European perspective Solomon, M; Bamossy,
G.J.; Askegaard, S; Hogg, M K. [2; 306-312] singled out
Flow time: periods in which consumers are so caught up
with some activities that become insensitive to marketing
appeals. Unfavorable also is Deadline tim: the period in
which human activities are limited in time, and consumers
dont have the opportunity to be distracted by something
extraneous. The other hand conducive to concentration and
perception on content of marketing and advertising messages are those timeframes as Leisure time: periods of
"downtime" not engaged urgent affairs or Time to kill,
when people fill the time released between the more significant events.
In contrast to traditional basic components of the marketing mix (product, price, place and promotion), time is
intangible and it has understood and experienced primarily subjective. Therefore, the psychology of consumer be-
93
havior shifts attention from the resource potential of time
on its subjective perception.
In psychology, the research of time is focused on several
constructs: life guidance and individual life plan, life
perspective, time horizon and others. So-called "temporal
perspective of the individual" is an integral concept.
The concept of time perspective in psychology was
introduced by K.Lewin, who interpreted it as the inclusion
of future and past, real and ideal life plan in the plan of
actual moment. The term "Time perspective" was introduced into scientific use by L.Frank for the characterization of interconnection and mutual influence of the past,
present and future in consciousness of the individual and
human behavior.
The time perspective concept has been developed in
the works of J. Nuttin who supplemented understanding
of time perspective by notions "Time attitude", like more
or less positive or negative mood to the subject of past,
present or future and "Time orientation" which describes
the individual direction of behavior on objects and events
in the past, present or future.
P.G. Zimbardo, J.N. Boyd consider five key dimensions
of time perspective: positive and negative past, future, fatalistic and hedonistic present. Factor "positive past" reflects the sentimental attitude to own past and is characterized by its positive reconstruction. A negative attitude to
the past is often the result of the actual traumatic and unpleasant events. Hedonistic present reflects orientation to
get pleasure, lack of caring about the consequences. Fatalistic present reproduces helplessness and the belief that the
future is already determined. Focus on the future displays
the desire for goals and aspirations rewards of future and
characterizes by tendency to planning.
The time perspective therefore significantly affects to
the content and nature of consumer behavior, causing
personal style of consumption, consumer preferences and
restrictions. The marketing communications (especially
advertising) open the opportunity for updating and
modeling temporal perspective of consumers wich correspond the with assigned tasks.
Advertising offers a number of temporal constructs
which allows reproducing the relevant view of the world
and actualize certain components of time perspective. It is
primarily about the types of linear or cyclic time and gap
of time.
In our own research, conducted in cooperation with
Eugenia Fastryga, we analyzed the basic temporal
constructs that are used in advertising.
Simple linear time shows movement from the past to the
future (progressive linear) or backwards (regression linear).
Using the past tense enables communicator appeals to
the experience of the recipient, the events, feelings and
values that were important in previous segments of his
life. Quite often communicator appeals to the national
legends, historical events or nostalgic feelings wich have
formed image of a happy childhood, adolescence - a period in which a person certainly felt happy.
Designing of future in the advertising is oriented to
transfer a person to another, better reality that can exist
under certain conditions in the near term. It awakens in
the consumer expectations and dreams, hopes and aspirations for change. Advertised object is positioned as in-
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tended to approach future to make dreams real, it goes

ahead of time and exceeds the consumers expectations.
Present time most commonly associated with a particular moment wich is relevant to here and now. It updates
the mythical opportunity to stop or continue at a longer
time interval a happy moment or a moment of pleasure.
More often than simple linear time in advertisements
are used constructs which show different options out beyond the uninterrupted time: stop of the time, its speed up
or slow down. One of the most common options of such
use of temporal constructs is working with the gap of
time. The sequence of events (progressive or regressive)
in this case storeds, however certain time intervals fall,
time compresses, objects and characters of advertising
gusty move in time, acquire new traits and characteristics.
The most commonly used time gaps that show the situation "before" and "after" use of the advertised product.
Other types of gap of time combine the present with an
approximate or rather distant future, in this way appealing
to the phenomena of life plan or dreams, the past time
with a presenet or future.
So chronotop "Present as insight", is characterized by
lack of a segment of the past time. Instead, an unexpected
decision of the hero is in the present and not supported by
previous experience.
In the chronotop "Present as a pleasure" all the the focus is on events of the present day, hour, minute. Thus,
future is not important, while all the characters experiences are actual only in the present.
Chronotope "Future as a Dream" contains a gap associated with the present. The future is not supported by
actual possibilities and conditions of present, so often
have a fantastic context.
Cycle time is also well represented in advertising.
Mostly these time constructs based on formula of
predetermined, symbolic repeatability of the situation.
Scenes which actualize cyclical time construct, develop
according to a typical pattern: problem - solution. In this
time construct frame is neither past nor present, nor
future, only the repeatability or sequence of certain events
which one or an unlimited number of characters may
reconstruct in they own experience.
Phenomenon of a single moment in present has a special value for advertising, with the advertised product
characters get the opportunity to stop or continue such
moment for indefinite period of time. Hedonism as a desire to enjoy the here and now is the most common reason
for stopping time.
Our own research was directed to identify the influence
of personal Time Perspective and other individual
psychological characteristics of respondents to the
perception of advertising messages that contain different
time constructs.
In our study 122 respondents were involved who were
divided into four age groups:
1) Group of teenagers - 30 respondents
2) Youth persons - 30 respondents.
3) Adults - 32 people.
4) Group of the elderly - 30 respondents.
To the respondents the TV spots were shown, based on
the different time constructs that need to be assessed by the
method of semantic differential. Previously, respondents
94
were asked pass a Zimbardo Time Perspective Inventory
(ZTPI) and "Life-sense orientation" test by D.O. Leontyev.
Later were found the correlation between these individual psychological characteristics of respondents and
peculiarities their perception of different advertising time
constructs.
For analysis of the results of research the method of
mean values, correlation and factor analysis were used.
Data from different age groups were assessed and compared
Our research has showed a difference of perception of
various time constructs depending on the age of respondents. Using linear progressive time in advertising is most
relevant to the teenage target audience and youth. Especially favorably this audience perceives time gaps with
transitions in the near future (the desired result without
intermediate effort) and distant future (life plan constructs
and dreams). Linear regression time was predictably more
relevant in advertising designed for adults and elderly
consumers. The advertising with non-linear (cyclic and
spiral) time demonstrated the highest indicators of efficiency in this age category too.
Our research has revealed a clear dependence between
positive perceptions of advertising samples with different
time constructs and the age of respondents. Most clearly
the differences traced between polar age groups: teenagers and the elderly.
Tendency to positive assessment of regression temporal
constructs in advertising is the highest among the elderly,
who often live by memories, analyze of past part of their
life and experience the existential crisis, during which they
tend to rethink past events. In this age group were the lowest indicators of perception of advertising time gap. Older
people treated carefully the logical sequence of events and
are not inclined to consider some periods of time as irrelevant, such that may fall out unpredictably.
Instead, the teenagers evaluated as the lowest the samples of advertising with regressive time constructs. They
seemed to them annoying and intrusive. They perceived
worst of all age groups the nonlinear time constructs. Advertising based on such constructs gives them feeling of
confusion, they describe it as unclear and difficult to understand. Instead, the members of this age group perceived positively the hedonistic ideas and dreams in the
advertising samples and are the most sensitive to the time
gap between the present and the future.
Teenagerss perceive advertising with the construct of
linear progressive time more positively than other age
groups, while the evaluation of advertising that appeals to
the future from the elderly respondents is closely linked
with emotions of dissatisfaction and fears or alienation.
Adults have average indicators in assessing the majority of samples of advertising. Interestingly, they perceive
less emotionally chronotop "Present as a pleasure" associated with hedonistic focus on the present.
Significant differences were found between the nature of
perception of advertising with different time constructs by
respondents with different dominant of Time Perspective. It
was found in particular that the respondents of the presenthedonistic type most positively perceived the constructs of
linear progressive time. A similar pattern was found among
people of the present-fatalistic type and the futurefocused type.
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There is an inverse relationship between efficiency of

perception of linear regressive time and nonlinear time
constructs of time and such personal of Time Perspectives
as present-hedonistic and future-focused. That is,
people who are prone to risky behavior, seek new experiences so as well organized and ambitious people who are
aimed at achieving the goals are weakly sensitive to regression or repetition in time series of advertising events.
Respondents of the present-fatalistic type were the
most sensitive to the constructs of regression and nonlinear time.
Some patterns of perception of different time metamorphosis and time gaps in advertising were found
among respondents with different Time Perspective. So
the time constructs wich are based on slowing or stopping
time (the "Moment as a pleasure") are assessed positively
by people of the past-negative type and as was expected
the respondents of present-fatalistic type. Instead,
respondents of the future-focused type negatively assessed advertising with such chronotops.
Time gaps between present and future ("The future as a
Dream") were positively assessed by respondents of the
present-hedonistic type and the future-focused type.
However, this time constructs in advertising are ineffective for people of the present-fatalistic type.
Some regularities have been singled out during the
analysis of features of perception advertising with different time constructs by respondents who have diverse life
orientations. So a person with clearly life objectives are
positively perceive advertising that appeal to the linear
progressive time, especially where time gaps between
present and future ("The future as a life plan") are present.
Persons, which focus on zest for life and its emotional
intensity, are more supportive for time constructs like
"Moment as a pleasure" and "The Future as a Dream."
However, using for such people nonlinear and regression
linear constructs would be inappropriate.
High indicators of personal internal locus of control positive impact on the perception of linear progressive time
constructs, whereas external locus of control correlates with
a positive assessments of nonlinear time constructs.
Final analysis of the psychological factors of
perception of different time constructs in advertising
allowed us to single out four groups of respondents with
identical parameters.
For the first group it is peculiar the combination of
humanistic vision of life, the desire to live a rich emotional life, orientation to the future, a high level of aspiration
and the clear definition of life goals. This group is the
most sensitive to the linear progressive time constructs
and the time-gap in the operating area of a present ("Future as a dream").
For the second group is is typical a sense of fatalism,
dissatisfaction with life and no controllability the course
of events, a positive vision of their past and feeling of
dissatisfaction about present. These respondents most
positively perceived regressive time constructs in advertising and they are the most favorable to the non-linear
temporal construct (spiral time).
The third group is characterized by an external locus of
control, propensity to "drift", passivity, lack of a clear
vision of their own future and life plan. These respondents
are most sensitive to nonlinear time constructs (spiral, and
95
circular time) and to the advertising stylization at the legends and myths.
The fourth group has the highest negative vision of
their past and experience, tends to focus on present day
and has hedonistic life orientations, trying to get as much
as pissible out of life here and now. These respondents are
the most sensitive to the time constructs wich related to
the stopping or slowing of time, including chronotop
"Present as a pleasure."
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Thus, purposeful use of certain temporal constructs in the

marketing communications, including advertising should
be conditional by strategic objectives and certain
individual psychological characteristics of the target
audience. Provided consideration of individual timesettings, including the dominant time perspective of the
target audience, you can significantly increase the effectiveness of marketing applications and find new strategies
for modeling of consumer behavior.
REFERENCES
1. Roger, D. Blackwell, Paul W. Miniard, James F. Engel Con- 3. Zimbardo, P.G. Putting time in perspective: A valid, reliable
sumer Behavior (10th Edition). Thomson/South-Western, 2006
individual-differences metric / P.G. Zimbardo, J.N. Boyd //
P. 234-238
Journal of Personality and Social Psychology. 1999. 77.
2. Solomon, M; Bamossy, G J; Askegaard, S; Hogg, M K. Con P.1271-1288.
sumer Behaviour: A European Perspective (3rd Edition). London: Prentice Hall, 2006. P. 306-312.
96
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Persons behavior control in stochastic conditions of symbolic danger

O.F. Hmilyar
National Defense University of Ukraine named after Ivan Chernyakhovskyi, Kyiv, Ukraine
Abstract. Persons behavior is controlled by 5 independent regulators symbol, image, thought, sense and feeling. In this article
author describe particularities of persons behavior control in simulated stochastic conditions of symbolic danger. An ability of a
person to control his/her behavior under symbolic danger could be measured by a device designed for researching persons behavior
under stochastic conditions.
It was defined that symbolic danger could harmonize persons behavior and cause him/her to act more constructively. Results of a
psychological experiment indicated that under stochastic conditions of symbolic danger efficiency of solving psychomotor tasks
depends on persons ability to act under situation of uncertainty in space and time and alternative. Sensor-perceptual and symbolic
and visual spheres that developed in a proper way allow to provide constructive control of persons behavior under situations related
to lack of time or psychological tension.
Control of behavior under stochastic conditions of symbolic danger significantly depends on level of energetic potential of a person. It was defined that participants of the psychological experiment with a high level of energetic potential acted more effectively
under symbolic danger compared to persons with low energetic potential. In case of complication of psychomotor tasks energetic
potential of a person in combination with sensor and motor skills, process of thinking and imagination consolidate persons behavior
in stochastic conditions of symbolic danger.
Keywords: symbol, stochastic conditions, personality, behavior control, energetic potential
The device allows harmonize motions of a person and

monitor influence of his/her energetic potential on his/her
actions (V.V.Klimenko; O.F. Hmilyar, 2005).
Construction of the device is analogical to those that
were used by warriors in Ancient Sparta. Its originality is
that a person being researched acts under conditions that
force him/her by making different motions (like bending
body, squatting, jumping off) to overcome approaching
obstacles such as rotating bars in horizontal space at different altitude. Time and character of obstacle that define
technique of action can be both known in advance and
unknown to a person being researched [3].
220
Introduction. Among main directions and spheres of

modern psychological science one significant tendency is
definitely highlighted that is learning of a person by
his/her subject qualities, abilities, processes and selfdevelopment conditions. Subjective human existence is
complex and multispectral and is supported by a mental
system and could be realized in different forms [4]. One
of the most general and essential exposure of persons
subjectivity is his/her voluntary conscious activity by
which a wide range of relations between person and world
of things, people, conditions of environment is realized.
Herewith, control of conscious activity under stochastic
conditions in simulated symbolic danger is the most general function of integrated mentality. In the process of
behavior control under stochastic conditions of symbolic
danger a unity of persons mentality could be indicated
from different aspects of its abilities and skills.
By controlling behavior under stochastic conditions of
symbolic danger a person, first of all, have to regulate, adjust and develop his/her actions in accordance with defined
rules and norms [5]. As persons behavior is a part of a
wide system of symbolic regulation, its main functions are:
assessment, support, protection and reproduction of norms,
rules, mechanisms and means necessary for subjects of
regulation that provides cooperation (Rubinstein, 2002).
Regulation of persons behavior under stochastic conditions of symbolic danger is a task of significant complexity
as it predicts hormic usage of proper actions needed for
achieving meaningful goals [4]. Same actions, depending
on prediction of outcome or product of action, sense of
task, are guided and corrected minimum by five independent regulators: symbol, thought, image, sense and feelings
(Maksimenko, Zaichuk and Klimenko, 2000).
The aim of the article is to find out how stochastic
conditions of symbolic danger influence on persons behavior control.
Method. In order to simulate stochastic conditions that
allow to observe particularities of influence of symbolic
danger on persons ability to control his/her behavior a
Device for researching persons behavior under stochastic conditions designed and patented by us was used in
the experiment (Fig. 1).
95
11
Fig. 1. Device for researching persons behavior
under stochastic conditions
A program (depending on a character of tasks includes 1224 stimulus) is directed from a control panel. In accordance
with a program the device works in automatic mode.
Stochastic conditions of symbolic danger are created by
changing direction of bars rotation therefore by urgent acceleration or delay in the movement and by simultaneous
input of two stimulus (obstacles). Height of obstacles depends on persons height: first bar is installed at a level of
persons ankle joint and it should be overcome by jumping
97
it off, second bar is installed at chest level and should be
overcome in a deep squat, third bar is installed at chin level
and to overcome it you should bend your head.
Speed of rotation is one rotation per second. To perform one task one should overcome obstacles for 6-18
times. One could make 2-3 attempts. The best result will
be taken into account when less mistakes are made related
to touching and delaying rotation of a bar. Time of touching a bar by a person being researched is registered in
milliseconds by an automatic device.
In the psychological experiment bars approached in
different time space with sudden acceleration and delay of
rotation, simultaneous appearance of two obstacles, different speed and sequence of rotation. Combination of
these elements allowed to create symbolic danger that
should have resulted in significant influence on actions of
persons being researched.
Officers of the Armed Forces of Ukraine under 29-33
years were researched (n = 89, male). All participants of
the psychological experiment were healthy and systematically mastered their psychomotor abilities. Before experiment took place persons being researched measured their
energetic potential (Klimenko, 2000). Based on obtained
results, two groups were formed: first group consisted of
persons with high energetic potential (n = 42 persons),
second group consisted of persons with low energetic
potential (n = 47 persons).
Degree of
complexity
Actions of higher
complexity
References:
www.seanewdim.com
Particularity of symbolic danger was that one of persons

being researched under simulated stochastic situations acted in more favorable conditions, all his peers cheered him
up to help to make as less mistakes as possible. Another
person being researched (his opponent) had to overcome
approaching obstacles under least favorable conditions (at
the moment when all his peers were in another room).
A person being researched definitely understood that
he was captured by adversary group therefore he had to
be much more attentive and focused on his actions. In
general, the psychological experiment in stochastic symbolic danger conditions was simulated in a way that each
participant was able to control his behavior under most
favorable and least favorable conditions.
Results. Interpretation of obtained results in the psychological experiment indicated significant difference in actions of persons with high and low levels of energetic potential (see Table 1). Table 1 indicates that the worst results
showed persons with low energetic potential who acted in
conditions of symbolic danger: I am one to one with adversary, I act in adversary group, in other words who
were under least favorable conditions. These results were
confirmed by average mistakes measured in time of touching an obstacle: in the first case its average was 15.22" (P<
0.05), in the second case 18.53" (P< 0.05).
Table 1. Dynamics of influence of symbolic danger on
behavior control under stochastic conditions by persons
being researched
Simulated
Symbolic
Average
Another statistic data
Groups
conditions
danger
mistake (sec)
Thickest value
Median
CV
Stochastic I am one to one
1
12.17*
0.22
12.24
12.20
1.80
conditions with adversary
2
15.22
1.03
14.27
15.05
6.76
I am in an
1
10.44
1.13
10.57
10.51
10.82
adversary group
2
18.53
2.26
19.07
18.98
12.19
I am in a
1
9.98*
0.74
10.06
10.02
7.41
friendly group
2
14.87*
2.08
14.35
14.73
13.08
Check
1
10.02*
1.04
10.23
10.46
10.37
measurement
2
15.06
1.82
15.31
15.64
12.08
1 persons with high energetic potential (n = 42).
2 persons with low energetic potential (n = 47). * probability of difference in group when P < 0.05.
The highest results persons in the second group demonstrated under conditions I act in a friendly group. Average mistake in this situation was 14.87" (P< 0.05). In a
check measurement in a situation when each officer acted
for himself only average mistake was 15.06" (P< 0.05).
Average mistake of persons being researched with high
energetic potential under uncomfortable conditions I am
one to one with adversary was 12.17" (P< 0.05) and
10.44" under I act in an adversary group. The highest
results in the first group were demonstrated under situation
I act in a friendly group (average mistake was 9.98").
Therefore, results of research obtained under simulated
stochastic conditions indicated that symbolic danger could
reduce persons ability to control his\her behavior and at
the same time cause more constructive actions. This statement confirmed hypothesis made by M.O. Bernstein [1] on
rationality law stated that in case of the highest pressure
when nerves and muscles are strained to the limit a body
can not move and act for waste therefore actions are done
properly in the best way (Bernstein, 1966).
Symbolic danger in connection with high energetic potential caused persons in the first group to move and act in
maximal rational way, therefore they achieved results that

were not possible to achieve under normal circumstances.
Results of the psychological experiment also confirm
S.G. Gellersteins [2] idea that particularity of any psychomotor task is significantly defined by sensor-perceptual and
symbolic and image activities that determine condition for
decision-making process (Gellerstein, 1966).
In solving of psychomotor tasks in previously known
conditions efficiency of actions is largely defined by requirements to motor abilities (in our case speed of
moves), while in stochastic conditions of symbolic danger
effective control of behavior is limited mainly by identical
requirements to mental processes and qualities.
Conclusion. Results of researching persons behavior
control in stochastic conditions of symbolic danger allowed to indicate a close relation between mental and
motor components in solving motional tasks. In support
of Bernsteins idea that efficiency of behavior control in
stochastic conditions is significantly dependent on extraversion, ability to improvise and inventiveness we came
to a conclusion that among mental and motor abilities the
priority is given to mental. Mental qualities (such as quick
98
perception of a situation and its assessment, ability to
quickly select a proper motion quick decision-making),
ability to create state of public loneliness are effective
regulators of persons behavior who acts under stochastic
conditions of symbolic danger.
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By complicating conditions under which participants had

to make decisions a value of technique of psychomotor
activity was reduced as the final outcome depended less
on motion. Instead significant role demonstrated nerve
and muscles system, sensor-motor skills, process of thinking, feeling and imagination.
REFERENCES
1. Bernshteyn, N.A. The sketches on motion physiology and activModel. Ukraina, State Department of Intellectual Property.
ity physiology. M.: Meditsina, 1966. 349 p.
(19) UA (11) 7956 (13) U (51) 7 A63V24/00. Byul. 7.
2. Gellershteyn, S.G. Activities based on anticipation and possibil2005. 6 p.
ity to simulate them in experiment // Problems of engineering 4. Maksimenko, S.D., Zaychuk, V.O., Klimenko, V.V. General
psychology. Is. 4. 1966. P. 142-154.
Psychology. K.: Forum, 2000. P. 254-288.
3. Klimenko, V.V., Hmilyar, O.F. Device for researching persons 5. Rubinshteyn, S.L. Basics of General Psychology. SPb.: Piter.
behavior in stochastic conditions. Declarative patent for Utility
2002. 720 p.
99
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Vadym Viictorovych, 2010. 404 p.
6. Sannikova, O.P. Emotionality in the personality structure.
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Odessa, Hors, 1995. 334 p.
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102
www.seanewdim.com
Personal values of future psychologists in the context of their emotional orientation

I.S. Vare
Abstract. The thesis about the existence of structural and functional relationships between the system of personal values and characteristics of common emotional orientation of the individual is discussing. The pursuit of life wisdom, interesting job, and social recognition of
productive life is associated with a reduction in the significance of romantic experiences. The importance of such instrumental values as
independence, self-control, sensitivity is associated with a reduction of significance, respectively, altruistic, communicative and acquisitive experiences. There was a positive correlation between indicators of instrumental values such as cheerfulness, responsibility, selfcontrol and sensitivity with indicators of emotional orientation (respectively, romantic, practical, romantic and practical, altruistic) indicates not only the peculiarities of value-semantic sphere of the surveyed psychology students, but also a potential source of professional
and personal development contained in the juxtaposition of the emotional (romantic feelings) and rational (practical experiences).
Keywords: value orientation, emotional orientation, life orientation
103
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REFERENCES
1. Abulkhanova-Slavskaia, K.A. Strategy of Life / Kseniia Aleksan- 10. Muzdybaev, K. Psychology of Responsibility / Kuanyshbek
drovna Abulkhanova-Slavskaia. oscow: Mysl, 1991 196 p.
Muzdybaev. Leningrad: Nauka, 1983. 240 p.
2. Vasianovych, H.P. Teachers Moral and Rightful Responsibility 11. Radul, V.V. Factors of Social Maturity of Students of Teachers
Training School: text-book of a special course for the students of
(theoretical and methodological aspect: abstract dis. dr. ped.
teachers training school / Valerii Viktorovych Radul. Kyiv,
sc.) / Hryhorii Petrovych Vasianovych. Kyiv, 1997. 55 p.
1994. 144 p.
3. Zimniaia, I.A. Educational Psychology: text-book / Irina Alek12. Rubinstein, S.L. The Principles of General Psychology / Serhei
seevna Zimniaia. Rostov-on-Don : Feniks, 1997. 480 p.
Leonidovich Rubinstein. St. Petersburg: Piter, 2004. 713 p.
4. Jonas, H. The Imperative of Responsibility: In Search of Ethics
for the Technological Age : translation from German / Hans 13. Savchin, M.V. Psychology of Responsible Behaviour / Miroslav Vasilevich Savchin. Kyiv: Ukraine, Vita, 1996. 130 p.
Jonas. Kyiv: Libra, 2001. 400 p.
5. Kolominskii, N.L. Psychology of Management in Education / 14. Semychenko, V.A. Psychology of Teaching Activities: textbook / Valentyna Anatoliivna Semychenko. Kyiv: Vyshcha
Naum Lvovich Kolominskii. Kyiv. IAPM, 2000. 283 p.
Shkola, 2004. 335 p.
6. Myers, D. Social Psychology / David Myers. St. Petersburg:
15. Scott, G.G. Conflicts. How to overcome them / Gini Graham
Piter, 2003. 351 p.
Scott (trans. from English). K. : Vneshtorhizdat, 1991. 191 p.
7. Markova, A.K. Teacher's Labour Psychology / Aelita Kapito16. Smetanskyi, M.I. Formation of Teachers Social Responsibility
novna Markova. Moscow, 1993. 191 p.
/ Mykola Ivanovych Smetanskyi. Vinnytsia, 1993. 91 p.
8. Maslow, A. Motivation and Personality: translation from Eng17. Sukhomlynskyi, V.O. Selected Works in 5 Volumes. Vol. 2 /
lish / Abraham Maslow. St. Petersburg: Piter, 2003. 351 p.
Vasyl Oleksandrovych Sukhomlynskyi. Kyiv : Rad. Shkola,
9. Minkina, N.A. Upbringing by responsibility: text-book / Nelli
1976. 438 p.
Abramovna Minkina. Moscow: High School, 1996. 145 p.
18. Frankl, V. Man's Search for Meaning / Viktor Frankl. Moscow : Progress, 1996. 368 p.
Socio-psychological characteristics of development of the responsibility of students, future teachers
O.R. Kostenko
Abstract. The article is devoted to a problem of study of the social and psychological factors of responsibility for the future teachers.
The study has found the objective and subjective factors which create difficulties in the process of upbringing of their such a very important quality. The author has developed a psychological model of the students responsibility and a program of its implementation into
practice. The experimental studies have shown that increasing the level of the students responsibility happens under the conditions of
their position as an active subject of self-improvement, active cognitive, creative and charitable social activity.
Keywords: responsibility, students, future teachers
109
www.seanewdim.com

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E-mail: roksi03@yandex.ru
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1. Bodrov, V.A. Psychology of professional suitability. Textbook 8. Company psychological training of personnel units Ground
for high schools M.. PER SJe, 2001 511 p.
Forces: Training Manual / ed. H.P. Vorobyova. L'viv: ASV,
2. Klymov, E.A. Professional Psychology. M.: Publisher "Institute
2012. 430 p.
of Applied Psychology", Voronezh: NPO MO-DJeK, 1996 9. Psychological support of professional activity of fire-rescue
400 p.
units of Ministry of Ukraine: [Tutorial] / Nicholas A. Krystal'.
3. Kozyar, M.M. Extremely-professional training to activities in
Cherkasy: Academy of Fire Safety named after Heroes of
emergency. L'viv: SPOLOM, 2004. 376 p.
Chernobyl, 2011. 226 p.
4. Leont'ev, A.N. Activities. Consciousness. Personality. 2nd ed. 10. Shadrykov, V.D. Problems of systemogenesis of professional
M.: Politizdat, 1977. 304 p.
activity / V.D. Shadrykov. M.: Nauka, 1982. 183 p.
5. Lomov, B.F. Methodological and theoretical problems of psy- 11. Shafran, L.M. Theory and practice of professional psychochology. M.: Nauka, 1984. 444 p.
physiological selection sailors: Monograph // L.M. Shafran,
6. Stolyarenko, A.M. Extreme psychopedagogy. M.: YuNITIYe.M. Psyadlo. Odessa: Feniks, 2008. 292 s.
DANA, 2002. 607 p.
12. Extreme psychology: Textbook / gen. ed. prof. O.V. Timchen7. Fundamentals of psychological support of MES: Tutorial /
ko. K.: TOV Avhust Treyd, 2007. 502 p.
ed.V.P. Sadkova. Kh.:UTsZU. 2009. 244 p.
The methodological approaches to the study of professional activity in extreme terms
R.I. Sirko
Abstract. The article is devoted to the methodological approaches to studying professional activity in extreme terms. A theoretical
ground of the extremely professional activity is offered. The definition of professional activity in extreme terms is determined. The followings conceptual approaches are examined, such as: activitys approach, personalitys approach, macrostructures approach, functionally-algorithmic approach, structurally-algorithmic approach, subject approach, etcetera. The subject-object factors that determine the
professional activity in extreme terms have been analysed as well. Two directions of analysis of extreme factors are selected: external
and internal. To the external factors belongs: extraordinary situations of ecological, technogenic and social character. Internal factors are
related to personality properties, such as properties of the nervous system, dominant accentuation of character, ability. The basic components of structure of professional activity are analysed, such as: needs and motivation; operation; activating-regulator; base. Basic elements are certain also: content, informative, organizational and operatively-effective elements. The article also shows the main kinds of
professional activity in extreme terms, their place and role in psychological science and practice.
Keywords: professional activity in extreme terms, professional aptitude, extreme psychology, professional selection
112
www.seanewdim.com

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E-mail: inna-talash@yandex.ru
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1. Vans-Trofimenko, K.B., Lsovenko, G.V. Improving the pro- 4. Korablova, N.S. Role multidimensionality of reality: the role
fessional competence of the teacher. Kharkiv: Osnova, 2007.
and masks image and the face mask: monograph. Kharkiv:
176 p.
Kharkiv National University, 2000. 288 p.
2. Gornostay, P.P. Personality and role: Role-based approach in 5. Merton, R. Social theory and social structure. M .: AST: AST
social psychology of personality: a monograph. K .: InterMOSCOW: KHRANITEL, 2006. 873 p.
press LTD, 2007. 312 p.
6. Raven, J. Competence in modern society. M .: Kogito Center,
3. Gura, O.I. Introduction to specialty Pedagogy of high school.
2002. 185 p.
K .: Centre of educational literature, 2005. 188 p.
Role-based approach as a methodology for the analysis and development of professional competence
I.O. Talash
Abstract. The article attempts to analyze the essence of the competency approach in education, it summarizes the different approaches to
the definition of professionalism, competence, professional competence, and the components. The content of professional competence is viewed in a role-based approach as the process of mastering the persons role-playing set of a certain social status, the necessity
definition of role-competence is explained.
Keywords: competence, professionalism, professional competence, role competence, role-set
116
Editor-in-chief: Dr. Xnia Vmos
The journal is published by the support of

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p-ISSN 2308-5258

III(37), Issue 75, 2015

Pedagogy and Psychology

Oleg Melnikov, Doctor of Science in Pedagogy, Belarusian State

Tatyana Prokhorova, Doctor of Science in Pedagogy, Professor

Kosta Garow, PhD in Pedagogy, associated professor, Plovdiv

Tetiana Hranchak, Doctor of Science Social Communication,

Olga Sannikova, Doctor of Science in Psychology, professor,

The journal is listed and indexed in:

ICV 2014: 70.95

INNO SPACE SCIENTIFIC JOURNAL IMPACT FACTOR:

2013: 2.642; 2014: 4,685

ISI (INTERNATIONAL SCIENTIFIC INDEXING) IMPACT FACTOR:

2013: 0.465; 2014: 1.215

DIRECTORY OF RESEARCH JOURNAL INDEXING

Humanistic paradigm of education retrospective analysis

Tutoring peculiarities in Ukrainian high school distance learning

Persons behavior control in stochastic conditions of symbolic danger

Humanistic paradigm of education retrospective analysis

Problem statement. At the beginning of the 21st century

sufficient and self-cognitive importance of humans and

sibilities of spiritual discoveries of present and future,

ment" and the theory of "Humanocentrism."

Establishment of new interaction between pedagogical

Tutoring peculiarities in Ukrainian high school distance learning

The permanent dynamic development of modern society,

Applications as a way of implementation of interdisciplinary connections of

Mathematical education lays the foundation for successful

correspond to those ones existing in practice;

Gross Output X New Final Product Y

The solution. Direct costs coefficients aij are determined

Find the following economic indicators:

uct per one kilometer of transportation to the enterprise.

In our case (i, j 1,3) we have:

200 0,1 0,05 0,2

Matrix meets one of the performance criteria, which

max aij 1 , then it is number j, which is aij 1 .

In our case we have: max{0,1+0,3+0,2; 0,05+0+0,4;

S ( E A) 1 where E 0 1 0 is an identity matrix.

0,9 0,05 0,2

Matrix S ( E A) 1 is the inverse of E-A matrix.

where Aij are algebraic

additions to matrix elements

S ( E A) 1 0,43 1,12 0,255 . Lets remind of the

required volume of the gross output in each industry,

is up this: C x 1 x 2 4 . Tell Peter, how many kilograms

which is as follows: X ( E A) 1Y 100 .

of cucumbers he has to collect from his greenhouse in a

The gross output required for a given final product is

Since x 0 , the task is to study the parabolic function

directed downward. The greatest value of the function

coordinates of the top of the parabola:

be 2500000 converted monetary units, it is necessary to

converted monetary units, that is 25000 t 2 |T0 2500000 ,

profit of the greatest significance in 0; equals 21,

2 p p p 15 3 p p p 5 . Hence we obtain inhomogeneous linear second-order differential equations with

Lets satisfy ourselves that the profit function has a

tial equation, we get 2 A 10 A 5 pch 5

If = 144 > 0 A = 18 < 0, the function PR(x, y) has a

sidering that q 2 p p p 15 q0 10 , we find

pt e t 2C2 cos t 2 sin t p0 2C2

Student involvement in the Bologna process: studying the structure,

Introduction. In the era of the knowledge-based society